Inclusive Approach

	Inclusive Approach
Contributors	Christian Köppe, Anne Bartilla
Last modification	May 17, 2017
Source	Köppe & Bartilla (2014); Bartilla & Köppe (2016)
Pattern formats	OPR Alexandrian
	Usability
Learning domain
Stakeholders

Activities that are focused on increasing students’ retention—by creating an “being-at home" feeling, also known as “academic binding"—should address female students primarily as computer science students and not primarily as females.

Context

Problem

Forces

Solution

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Evidence

Literature

Discussion

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Applied evaluation

Related patterns

Example

References

↑ Pattern published in Köppe, C., & Bartilla, A. (2014). Towards a pattern approach for improving enrollment and retention of female students in computer science education. In Proceedings of the 19th European Conference on Pattern Languages of Programs (EuroPLoP 2014) (p. 18). New York:ACM.
↑ Patlet mentioned in Bartilla, A., & Köppe, C. (2016). Organizational Patterns for Increasing Gender Diversity in Computer Science Education. In Proceedings of the 10th Travelling Conference on Pattern Languages of Programs (VikingPLoP 2016). New York:ACM.

[1] Pattern published in Köppe, C., & Bartilla, A. (2014). Towards a pattern approach for improving enrollment and retention of female students in computer science education. In Proceedings of the 19th European Conference on Pattern Languages of Programs (EuroPLoP 2014) (p. 18). New York:ACM.

[2] Patlet mentioned in Bartilla, A., & Köppe, C. (2016). Organizational Patterns for Increasing Gender Diversity in Computer Science Education. In Proceedings of the 10th Travelling Conference on Pattern Languages of Programs (VikingPLoP 2016). New York:ACM.

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