Susan R. Fisk
Orcid: 0000-0002-7107-2357
According to our database1,
Susan R. Fisk
authored at least 12 papers
between 2020 and 2024.
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Collaborative distances:
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2024
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Bibliography
2024
Retaining Black Women in Computing: A Comparative Analysis of Interventions for Computing Persistence.
ACM Trans. Comput. Educ., 2024
Multi-Pronged Pedagogical Approaches to Broaden Participation in Computing and Increase Students' Computing Persistence: A Robustness Analysis of the STARS Computing Corps' Impact on Students' Intentions to Persist in Computing.
Proceedings of the 55th ACM Technical Symposium on Computer Science Education, 2024
2023
Do Intentions to Persist Predict Short-Term Computing Course Enrollments: A Scale Development, Validation, and Reliability Analysis.
Proceedings of the 54th ACM Technical Symposium on Computer Science Education, Volume 1, 2023
Proceedings of the Conference on Research in Equitable and Sustained Participation in Engineering, 2023
2022
Is Assertion Roulette still a test smell? An experiment from the perspective of testing education.
Proceedings of the 2022 IEEE Symposium on Visual Languages and Human-Centric Computing, 2022
Proceedings of the SIGCSE 2022: The 53rd ACM Technical Symposium on Computer Science Education, 2022
Investigating Impacts of STARS Program Components on Persistence in Computing for Black and White College Students.
Proceedings of the Conference on Research in Equitable and Sustained Participation in Engineering, 2022
Increasing Students' Persistence in Computer Science through a Lightweight Scalable Intervention.
Proceedings of the ITiCSE 2022: Innovation and Technology in Computer Science Education, Dublin, Ireland, July 8, 2022
Gender, Self-Assessment, and Persistence in Computing: How gender differences in self-assessed ability reduce women's persistence in computer science.
Proceedings of the ICER 2022: ACM Conference on International Computing Education Research, Lugano and Virtual Event, Switzerland, August 7, 2022
2021
Increasing Women's Persistence in Computer Science by Decreasing Gendered Self-Assessments of Computing Ability.
Proceedings of the ITiCSE '21: Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V.1, Virtual Event, Germany, June 26, 2021
2020
A Lightweight Intervention to Decrease Gender Bias in Student Evaluations of Teaching.
Proceedings of the Research on Equity and Sustained Participation in Engineering, 2020
Adaptive Immediate Feedback Can Improve Novice Programming Engagement and Intention to Persist in Computer Science.
Proceedings of the ICER 2020: International Computing Education Research Conference, 2020