Education Commons^™

Ungrading Uncovered: How Going Gradeless Can Support Learner Diversity In Higher Education, Shaun Ferns, Robert Hickey, Helen Williams

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The awarding of grades or marks to student work is traditionally considered a fundamental feature of assessment. Traditional grades, the awarding of numeric values to student work, date back to the 1600s where Harvard used exit grades to measure and categorize students (Smallwood, 1935). Grades became more widely established in the education sector at the beginning of the twentieth century to deal with increased numbers of students and as a means of communication between educational institutions and third parties, a form of universal measurement. Although becoming ubiquitous across most educational spectrums in the second half of the twentieth century, there …

The 12th Annual Graduate Research Symposium 2021 Poster Tu Dublin: How To Recruit And Retain Women In Computer Science, Alina Berry, Susan Mckeever, Brenda Murphy, Sarah Jane Delany

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While in recent decades a number of efforts have been coordinated to address the issue of gender imbalance in STEM (science, technology, engineering and mathematics) disciplines, the problem still persists. Many authors speak of the ‘leaky’ pipeline metaphor that describes the loss of women in STEM areas before reaching senior roles. Research shows that women who leave are unlikely to return. The issue is particularly severe in the area of computer science, where women represent less than 20% of the labour force across the EU.

This poster introduces a summary of findings from the literature on how to effectively recruit …