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WABIPS Widening Access By Introducing Programming to Schools

WABIPS Widening Access By Introducing Programming to Schools. Impetus for WABIPS. Three key issues were identified in the University of Ulster’s Widening Access Audit (January 2008) non-completion; gender imbalance; religious imbalance. Initial focus

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WABIPS Widening Access By Introducing Programming to Schools

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  1. WABIPS Widening Access By Introducing Programming to Schools

  2. Impetus for WABIPS • Three key issues were identified in the University of Ulster’s Widening Access Audit (January 2008) • non-completion; • gender imbalance; • religious imbalance. • Initial focus • Address the issue of non-completion by targeting schools that currently have pupils who progress to UU

  3. Non-completion problem • Students who do not complete first year • Drop out early • Fail modules • Project aim • Provide students with insight into Computer science related disciplines to make an informed decision • Computer Science is for me • Computer Science is not for me

  4. Format • Option One • Delivered as part of the enriched curriculum • Educators from SCIS provide the lessons in local schools • One-hour per week throughout the school year • Option Two • Delivered as an intensive course • Educators from SCIS provide the lessons in a host school • Three consecutive days during the school holidays: Halloween, Easter or Summer

  5. Course Content • Both options follow the same general lesson plan. • The basic concepts of programming are introduced • Java programming language • BlueJ integrated development environment • Pupils can make a more informed decision to pursue a computer science related discipline

  6. Focus • Subsequent years have seen the WABIPS project address the issues of gender and religious imbalance. • Single sex schools • Schools perceived to have pupils from a specific community • Schools further from SCIS that are still within travelling distance

  7. Results • In the first year, almost 20% of participants chose to undertake a computer science or related degree as a direct result of participating in the WABIPS project* • A follow-on study was carried out on pupils who went on to take up a place in the University of Ulster • Students who had taken part in the WABIPS project performed better than non-participants • *PromotingPost 16 Stem Related Education by Introducing Java Fundamentals in School

  8. Conclusion • WABIPS • Successful as long and short course • Participating students perform above average

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