Leron Julian, a Morehouse Computer Science major, abstract, “Using SMS as an Interface For a Virtual Mentoring System,” was accepted for presentation during the 2019 Emerging Researchers National (ERN) Conference in STEM February 21st through the 23rd in Washington DC.
Mr. Julian developed a tool to research SMS virtual conversational mentoring. The SMS conversational agent is constructed to be used as a virtual mentor, to mentor undergraduate computer science majors at a Historically Black College (HBCU) who are considering pursuing a graduate degree in computing. The study is designed to compare the effectiveness of the SMS conversational agent to the original conversational agent, an embodied conversational agent (ECA).
Morehouse College and Alabama A&M University are collaborating on a research project to explore the use of chatbots to provide career mentoring for undergraduate computer science majors who are considering pursuing a graduate degree in computing (Award #1831964). The study will include participating students from ten different Historically Black Colleges and Universities (HBCUs).
African Americans with terminal degrees in computer science are scarce. However, HBCUs have a strong history of producing African American students who go on to get advanced degrees in computing. Research in this field will enable effective mentors in computer science to scale their best practices to a more significant percentage of undergraduate students at HBCUs.
The project will also fund the development of formal collaboration between Morehouse College and Georgia Institute of Technology (Georgia Tech). This groundbreaking program will allow the Principal Investigator, Dr. Kinnis Gosha, to serve as the thesis advisor for Masters students at Georgia Tech while trained as researchers at Morehouse College.
This project will investigate the barriers faced by African American students when deciding on pursuing advanced degrees in computing as well as how intelligent virtual mentors affect their decision. It will examine what the most effective way for an embodied conversational agent to interact with these specific group of students.
The findings from this study will be used to expand to other underrepresented groups to provide career mentoring for an assortment of science careers. Additionally, the conclusions of this research will help to build the research capacity at two HBCUs, Morehouse College and Alabama A&M University.
Morehouse College Computer Science Department won a $299,621 National Science Foundation grant (Award #1837541) to prepare in-service high school teachers for teaching the Advanced Placement Computer Science Principles (AP CSP) course, the Beauty and Joy of Computing (BJC), with support from undergraduate computer science (CS) majors. The work leverages long-standing relationships between members of the Atlanta University Center Consortium (Morehouse College, Spelman College, and Clark Atlanta University), and the Atlanta Public Schools (APS).
APS predominantly serves and employs African American and other minority students and teachers. Likewise, the Historically Black Colleges and Universities (HBCUs) of the Atlanta University Center primarily serve minority undergraduate students. Through this unique model, minority in-service, high school teachers will receive BJC professional development and support from minority undergraduate CS students in teaching their majority-minority AP CSP classes. The undergraduates will serve both as teaching assistants for the new CS teachers and as role models for the students. In turn, minority APS students will receive rigorous CS instruction contextualized within their culture.
This project will study the effects of in-person undergraduate teaching assistants during PD for and implementation of the BJC curriculum within minority populations. It will examine the outcomes of these teaching assistant and teacher relationships, exploring changes in teachers’ CS content knowledge, understanding of careers in computing, confidence in teaching CS, and success in recruiting and retaining students of color. Likewise, it will examine effects on the undergraduate student teaching assistants regarding the ability to provide instructional support, levels of civic engagement, CS content knowledge, and professional identity.
The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) has identified research in broadening participation in STEM as one of its priorities and is committed to funding innovative models and research to enhance the understanding of the barriers that hinder and factors that improve and increase our ability to broaden participation in STEM.
The project at Morehouse College has been designed to initiate the implementation of essential research that will set the foundation for the development of the theoretical model for resilient science identity formation. The project in collaboration with Virginia State University and several other other HBCU institutions is designed to strengthen education research capacity by implementing a comprehensive faculty development program.
The goal of the HBCU Identity Research Center for STEM (Award #1818458) is to establish the foundational tenets of the theoretical model for resilient science identity formation. The project will achieve this goal through:
- Research activities that will contribute to an increased knowledge base on science identity formation and other psychosocial constructs that promote the creation of a resilient identity and ultimately success and retention in STEM.
- Education activities that contribute to learning about the experiences and accomplishments of STEM education at HBCUs.
- Knowledge translation activities that will facilitate the development of an intellectual infrastructure to ensure mutually beneficial communication and collaboration between individuals to propagate ideas and discover new research opportunities in the science of broadening participation.
- Outreach activities to all stakeholders and the broader academic community to engage in project activities and to inform the higher education community.
The project will impact the research training and education of thousands of students, hundreds of faculty, and the academic community at large about the science of broadening participation in general and identity formation specifically.
Members of the CRCL has just had four papers accepted for publication for the 2018 ACM SIGMIS Computers and People Research 2018 Conference in Buffalo, New York. The four papers consist of the following: “Computing Careers Exploration For Urban African American Students using Embodied Conversational Agents”, “The Effects of Anxiety and Preparation on Performance in Technical Interviews for HBCU Computer Science Majors”, ” The Classification of Aggressive Dialogue in Social Media Platforms” and “Using SMS as an Interface for a Virtual Mentoring System”.
CRCL Executive Director, Dr. Kinnis Gosha, has been awarded a $400,000 award from the National Science Foundation entitled, “Targeted Infusion Project: Creation of a for Credit Online Scientific Literacy Pre-Freshmen Summer Bridge Program”. Gosha will serve as a Co-PI on the grant. Read more about the award here.
Bernard Dickens III, CRCL and Morehouse CS Alum, has recently recieved a Google Generation fellowship. Dickens is currently a fourth year doctoral student in the Computer Science Department at the University of Chicago. Click here to read the full article on the University of Chicago Website.
Morehouse College was awarded a Targeted Infusion Project grant entitled: Creation of a for Credit Online scientific Literacy Pre-freshman Summer Bridge Program (Award #1818618) on April 16, 2018. This highly innovative project will create a new category of problem-based learning products designed to facilitate student understanding of the scientific research process by using a virtual laboratory to simulate a research experience. The program will begin May 15, 2018, and run through April 30, 2021. Anticipated outcomes from this virtual research experience include increasing students’ critical thinking skills, intrinsic motivation, self-management skills, utilitarian scientific literacy, and intent to persist in STEM careers.
The new category of problem-based learning products that will be created to infuse into the online Scientific Literacy course will occur by modifying an interdisciplinary Research Simulation Case Study (RSCS) entitled Brain-Eating Amoeba. The RSCS is a faculty-mentored experience that requires a student to solve a research case study by assuming the role of a research scientist. The RSCS Brain-Eating Amoeba will be facilitated by a virtual embodied conversational agent (ECA), instead of a live faculty mentor. This computer-generated character is created from the face of a real individual and demonstrates many of the same properties as human face-to-face conversation, including the ability to produce and respond to verbal and nonverbal communication. An embodied conversational agent-research simulation (ECA-RS) case study will be created by combining ECA technology with the comprehensive, interdisciplinary Brain-Eating Amoeba RSCS.
The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) through Targeted Infusion Projects supports the development, implementation, and study of evidence-based, innovative models and approaches for improving the preparation and success of HBCU undergraduate students so that they may pursue STEM graduate programs and careers. The addition of the Brain-Eating Amoeba ECA-RS to the online course will enable its transition to a for-credit course that will be offered at no cost during the Pre-Freshmen Scientific Literacy Summer Bridge Program as an incentive for pre-freshmen to participate. The successful implementation of this program at Morehouse College will increase retention and ultimately graduation rates of African American students graduating with STEM degrees and entering into the national STEM workforce.
The research paper entitled “Awareness and Readiness for Graduate School of African American Male Computer Science Students” was accepted into the 3rd Annual Conference for Research on Equity & Sustained Participation in Engineering, Computing, & Technology (RESPECT) hosted in February 2018 in Baltimore, MD. Congratulations to the authors Earl Huff Jr. and Dr. Kinnis Gosha on their achievement. The paper provided significant insight into African American computer science students’ confidence levels, academic and technical capabilities, limitations of assistance, and likelihood in pursuing graduate education. Below is the abstract:
“This paper investigates the preparedness, knowledge, and confidence of African American male undergraduate Computer Science students in applying to graduate school. Recent data has shown a gross underrepresentation of African Americans and other minority groups in computing and technology at the Masters and Doctoral levels. With a greater demand for diversity within the field of computing, it becomes more prevalent to find the causes for a lack of participation of such populations at the post-secondary level and find solutions to help increase the numbers. The study conducted looked at students’ knowledge and experience in conducting and presenting research as well as their academic capabilities and programming experience. The study also probed the students about their knowledge and confidence in applying to graduate school and if they feel their inner circle was sufficient in preparing to apply. Our findings from the survey revealed that although the participants appeared to meet the academic requirements and had some level of research experience, they indicated that they did not possess much knowledge about nor feel confident in their ability to get into a graduate program. Findings also showed that the students know of people they can seek out to learn about graduate school, but most of them do not hold a Ph.D. At the end of the paper, current practices that help to provide students with the knowledge, confidence, and ability to pursue graduate studies in computing are reviewed.”
The Culturally Relevant Computing Lab and Benjamin E. Mays High School were selected as one of the six partnerships to receive the Innovation Fund Tiny Grant for 2017, with the award received being $6998. The goal of the Innovation Fund Tiny Grant was to develop programs in science, technology, engineering, arts and mathematics (STEAM). With this grant students will be provided mentors to help guide them through their virtual AP Computer Science courses. In addition to those students participating in the program, student enrolled in Georgia Virtual AP Computer Science and AP Computer Science Principles courses will also benefit from the Tiny Grant through tutoring and assistance.