Abstract: The Computing Alliance of Hispanic Serving Institutions (CA-HSI) is a consortium of eight institutions that is committed to increasing the number of Hispanics who earn baccalaureate and advanced degrees in computing. CA-HSI is implementing and promoting the development of peer-led team learning (PLTL) in the computing curriculum as one of its interventions to increase the number of students who succeed in computing gatekeeper courses. PLTL is a proven strategy for retention and motivation of students having already shown its effectiveness in other disciplines. It utilizes student-driven focus groups to confront issues of lack of academic and social support. CA-HSI is creating a repository for support materials for PLTL implementation and it is also promoting implementation within the Alliance as well as other institutions. This paper discusses the materials and mechanisms for implementations, and it presents initial results of the intervention. At least 2,000 computing students have used these materials to date.

Abstract: The University of Texas at El Paso (USA) has a long standing commitment to pre-college outreach and recruitment in engineering and science. An array of programs provides rich venues for attracting young people into engineering-, technology- and science-related careers. These account for contact with over 8,000 young people every year- each with opportunities to explore a number of career-related options and to interact with professional engineers, scientists, undergraduate/graduate science and engineering students and university faculty. Moreover, the College aggressively supports K-12 mathematics and science education reform in area schools-advocating and facilitating the implementation of hands-on standards-based curriculum in subject/content areas most critical in preparing young people for pursuing a more rigorous course of study at the university.

Abstract: The Affinity Research Group model is an attractive vehicle for involving undergraduates in research, retaining them, and fostering their interest in higher education. Using this model, students are given opportunities to develop, employ, and integrate knowledge and skills required for research with knowledge and skills required for cooperative work. Potential adopters of the model often inquire about the feasibility of applying the model in a field like computer science, in which it often is the case that a student must have a solid academic foundation in order to be involved in research. This paper addresses this question by illustrating how the model has been applied to computer science research projects that involve students with different skill levels and experience. In particular, the paper presents example structured tasks and related activities that demonstrate how students develop domain expertise, gain an understanding and appreciation of the research process and its practice, and acquire technical, team, communication, problem‐solving, and higher‐level thinking skills.

Abstract: The Affinity Research Group model provides students with opportunities to learn, use, and integrate the knowledge and skills required for research with the knowledge and skills required for cooperative work. Although a conceptually attractive vehicle with which to involve undergraduates in research, retain them, and foster their interest in higher education, an often posed question relates to the feasibility of applying the model in a field like computer science, in which it is often the case that a solid academic foundation is required in order for a student to be involved in research. This paper addresses this question by describing how the model has been applied to computer science research projects that involve students with different skill levels and experience. In particular, it presents example structured tasks and related activities that illustrate how students develop domain expertise, gain an understanding and appreciation of the research process and its practice, and acquire team, communication, problem-solving, and higher-level thinking skills.

Abstract: The benefits of working in a research group are clear: students develop domain expertise, gain an understanding and appreciation of the research process and its practice, and acquire team, communication, problem‐solving, and higher‐level thinking skills. Students with this experience are better equipped to make informed judgements about technical matters and to communicate and work in teams to solve complex problems. Clearly, this type of research experience must be made available to a broader population. This paper discusses how the Systems and Software Engineering Affinity Research Group model provides a socialization mechanism and infrastructure that supports the development and management of large research groups that engage undergraduate and graduate students, who have a wide range of skill levels and experiences, in research and projects. This non‐hierarchical model, which is based on the cooperative paradigm, integrates students into small research groups and an encompassing large research group, and uses structured activities to develop their research, technical, communication, and group skills.

Abstract: The benefits of working in a research group are clear: students develop domain expertise, gain an understanding and appreciation of the research process and its practice, and acquire team, communication, problem-solving and higher-level thinking skills. Students with this experience are better equipped to make informed judgements about technical matters and to communicate and work in teams to solve complex problems. Clearly, this type of research experience must be made available to a broader population. This paper discusses how the Systems and Software Engineering Affinity Research Group model provides a socialization and infrastructure mechanism that supports the development and management of large research groups that engage undergraduate and graduate students with a wide range of skill levels and experiences in research and projects. This nonhierarchical model integrates students into both a small research group and the encompassing large research group and uses structured activities to develop their technical, communication, group and research skills.