RESPECT 2021: IEEE STCBP Conference for Research on Equity and Sustained Participation in Engineering, Computing, and Technology Virtual Virtual, PA, United States, May 23-27, 2021 |
Conference website | http://www.respect2021.stcbp.org |
Submission link | https://easychair.org/conferences/?conf=respect2021 |
Abstract registration deadline | February 15, 2021 |
Submission deadline | February 22, 2021 |
The IEEE Conference on Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) is the premier venue for research on equity, inclusion and justice in computing and computing education. Since research in this area is inherently interdisciplinary, we invite contributions from computer science education, educational leadership and policy, learning sciences, cognitive and/or social psychology, social sciences, human computer interaction, and related disciplines. Additionally, recognizing the important role that educators, students, and other community members play as partners i n equity-focused efforts, RESPECT welcomes the participation of those who have not traditionally identified as “researchers” to present this year, including teachers, students, advocates and policy-makers.
Submission Guidelines
All papers must be original and not simultaneously submitted to another journal or conference. The following paper categories are welcome:
- Research papers (8 pages full/4 short excluding references) should describe empirical studies of broadening participation research. Paper submissions are expected to be original and polished work. All papers should explicitly state their motivating research questions, review relevant literature, and adhere to rigorous standards for reporting qualitative and quantitative research. Authors submitting to this track are strongly encouraged to provide a review of previous related work and to identify and build upon a foundational theory throughout the research design, data analysis, and discussion of the author’s research. Broadening participation research is inherently interdisciplinary; as such related literature and theory may be drawn from computer science education, education, learning sciences, cognitive or social psychology, social sciences, and other related disciplines. Papers reporting on empirical studies must leverage appropriate research methods, and explicitly state research questions, hypothesis/researchers’ biases/assumptions, methods, analysis, and discussion of results/findings.)
Authors are highly encouraged to follow the guidelines for reporting research outlined by CSEDResearch.org https://csedresearch.org/reporting-activities/, including student and instructor demographics and program components.
- Experience reports (4 pages excluding references) should describe an educational or outreach approach, curricula, program, or initiative that focused on and impacted at least one underrepresented minority population in computing (e.g., women, African-American, Latinx, Native Americans, LGBTQ+, rural, community college, socio-economically disadvantaged, first-generation college student). Experience reports differ from research papers in that they usually lack rigorous research design methodology and/or analysis to support the evaluation of the impact of the experiences reported.
An experience report must clearly state (1) targeted audience, (2) context of implementation (e.g., curricular, extracurricular, other), and provide (3) sufficient details about the purpose, goals, and implementation of the educational or outreach approach/curricula/program/initiative, and (4) supporting evidence about the impact. All papers in this track should provide a rich reflection on what worked, what didn’t, and possible explanations as to why in enough detail to allow for others to adopt the approach/curricula/program/initiative.
Novelty of the intervention is not required but all experience reports should make a claim about the broadening participation impact of the activity and provide evidence to support the claim. Anecdotal evidence will be acceptable, provided that it is well argued and the author explains the efforts made to gather and evaluate evidence. The most convincing evidence often includes comparisons of situations before and after the introduction or discontinuation of the broadening participation efforts, student feedback about the efficacy of the activity/intervention, and other impact indicators such as persistence/retention, success, and/or enrollment in subsequent courses. Acceptance will be based on whether the reviewers find the evidence to be convincing and if other submission criteria were met.
Authors are highly encouraged to follow the guidelines for reporting research outlined by CSEDResearch.org https://csedresearch.org/reporting-activities/, including student and instructor demographics and program components.
- Position papers (4 pages excluding references) should describe a position, educational or outreach approach, curricula, program, initiative, or theory focused on at least one underrepresented minority population in computing (e.g., women, African-American, Latinx, Native Americans, LGBTQ+, rural, community college, socio-economically disadvantaged, first-generation college student). Position papers differ from research papers and experience reports in that they are not expected to report experimental results. Rather, they should present a coherent and well-founded argument based on research.
Like other papers, positions papers must clearly state the (1) targeted audience for the idea, (2) the context, and provide (3) sufficient details about the purpose, goals, and implementation of the educational or outreach approach/curricula/program/initiative, and (4) sufficient references to support the arguments presented. All papers in this track should provide a well argued position that is grounded in theoretical literature.
Acceptance will be based on the degree to which the reviewers find the argument to be convincing, well-supported in the literature, and coherent.
Authors are highly encouraged to follow the guidelines for reporting research outlined by CSEDResearch.org https://csedresearch.org/reporting-activities/, including student and instructor demographics and program components.
- More details on Panels, Lightning Talks, Posters, and other submission types TBA.
List of Topics
- Novel approaches to equity, diversity and inclusion
- Inclusive computing curricula and pedagogy
- Equitable and inclusive recruiting and retention strategiesAccessibility considerations for those with disabilities or special needs
- Teaching social impacts of computing
- Teaching about issues of computational justice within computer science (CS) education (privacy and surveillance, algorithmic bias, disinformation, ethics, accountability, etc.)
- Teaching for anti-racist technology design
- Indigenous epistemologies in computing education
- Differential impacts of gender, race, ethnicity, intersectionality, socio-economic status, and LGBTQ+ status on computing education
- Teacher efficacy, attitudes, access to support, and teacher training that support diverse groups of teachers and learners
- Critical and liberatory CS pedagogies
- Organizational and cultural factors that impact equity and inclusion in CS
- Sociological factors impacting the pursuit of and persistence in CS education (e.g. contemporary racial attitudes, culture, or family life)
- Systemic approaches to addressing equity and inclusion in CS education at different levels of analysis, (e.g. institution, divisions/schools/units, and institutional networks)
- Successful computing education and research approaches designed for and embodied at HBCUs, HSIs, and TCUs
- Developing Researcher-Practitioner Partnerships (RPPs) for CS education
- Generative, bottom-up and community-based approaches to CS education
- Metrics and evaluation approaches for equity and justice-focused efforts
- Issues faced by non-native speakers and CS for All in non-English speaking countries
Organizing Committee
- Rafi Santo, CSforALL/Telos Learning, General Co-Chair
- Jean Ryoo, UCLA, General Co-Chair
- Christina Gardner-McCune, University of Florida, Program Co-Chair
- Siobahn Day Grady, North Carolina Central University, Program Co-Chair
- Yerika Jimenez, University of Florida
- Jamie Payton, Temple University, IEEE STCBP Co-Chair
- Tiffany Barnes, North Carolina State University, IEEE STCBP Co-Chair
Publication
RESPECT 2021 proceedings pre-prints will be published on the conference website and will be submitted to IEEE Xplore for archival publication and indexing as in prior years.
Venue
The conference will be held online May 23-27.
Contact
All questions about submissions should be emailed to the program chairs at Christina Gardner-McCune <gmccune@ufl.edu> or Siobahn Day Grady <sday@nccu.edu>.