Building

a

Sense

of

History

Narratives

and

Pathways

of

Women

Computing

Educators

This

working

group

laid

the

groundwork

for

the

collection

and

analysis

of

oral

histories

of

women

computing

educators

This

endeavor

will

eventually

create

a

body

of

narratives

to

serve

as

role

models

to

attract

students

in

particular

women

to

computing

it

will

also

serve

to

preserve

the

history

of

the

female

pioneers

in

computing

education

Pre-conference

work

included

administration

of

a

survey

to

assess

topical

interest

The

working

group

produced

aids

for

conducting

interviews

including

an

opening

script

an

outline

of

topics

to

be

covered

guidelines

for

conducting

interviews

and

a

set

of

probing

questions

to

ensure

consistency

in

the

interviews

The

group

explored

issues

such

as

copyright

and

archival

that

confront

the

large-scale

implementation

of

the

project

and

suggested

extensions

to

this

research

This

report

includes

an

annotated

bibliography

of

resources

The

next

steps

will

include

training

colleagues

in

how

to

conduct

interviews

and

establishing

guidelines

for

archival

and

use

of

the

interviews

K.

-LSB-

Computing

and

History

-RSB-

K.

-LSB-

Computing

and

Education

-RSB-

K.

-LSB-

The

Computing

Profession

-RSB-

Human

Factors

During

the

SIGCSE

Technical

Symposium

held

in

Reno

NV

in

February

a

significant

number

of

events

focused

on

under-representation

of

women

in

the

computing

curriculum

and

as

computing

educators

Eric

Roberts

keynote

talk

Expanding

the

Audience

for

Computer

Science

-LSB-

-RSB-

was

a

moving

discussion

of

inclusiveness

and

a

lament

about

the

consequences

of

non-inclusion

At

the

Friday

luncheon

Jane

Margolis

and

Allan

Fisher

discussed

results

from

their

groundbreaking

work

Unlocking

the

Clubhouse

-LSB-

-RSB-

Several

private

discussions

begun

at

the

conference

and

continuing

for

some

time

afterward

led

to

a

November

proposal

for

this

Working

Group

In

this

report

we

document

the

results

from

a

Working

Group

of

computer

science

educators

at

the

ITiCSE

conference

held

in

Lisbon

Portugal

We

were

drawn

together

by

our

shared

concern

about

women

's

under-representation

among

computing

educators

We

wished

to

honor

women

who

had

persevered

in

the

early

days

of

this

field

and

to

make

their

stories

available

as

a

resource

for

those

following

after

ITiCSE

working

groups

are

convened

for

the

purpose

of

intensive

collaborative

work

on

a

topic

of

common

interest

among

the

participants

prior

to

and

during

the

conference

generally

completing

the

Working

Group

's

task

by

conference

end

In

contrast

this

group

was

convened

to

lay

the

groundwork

for

a

project

that

we

hope

will

continue

for

some

time

to

come

The

Working

Group

leaders

spent

the

preceding

months

formulating

the

charter

for

the

Working

Group

to

collect

oral

histories

from

pioneering

women

in

computing

education

The

goal

of

the

Working

Group

meetings

at

ITiCSE

in

Lisbon

was

to

formulate

a

plan

that

could

bring

the

charter

to

fruition

We

envision

that

the

result

of

this

project

will

be

a

large

oral

history

collection

of

broad

scope

with

potential

value

to

researchers

and

others

engaged

in

a

variety

of

different

projects

Because

this

project

could

result

in

a

large

quantity

of

data

it

can

not

be

stored

by

one

person

in

her

private

file

space

The

data

must

be

maintained

and

administered

by

an

agency

or

institution

prepared

for

such

a

task

We

write

this

report

for

multiple

audiences

Those

who

want

a

concise

account

of

what

the

group

accomplished

in

Lisbon

Those

whose

work

will

proceed

from

and

build

on

that

done

in

Lisbon

for

the

oral

history

project

Those

who

want

insights

into

the

evolution

and

dynamic

of

a

working

group

Those

seeking

historical

information

about

the

beginnings

of

the

oral

history

project

This

section

outlines

key

steps

and

insights

developed

prior

to

the

ITiCSE

conference

Building

a

Background

The

initial

vision

of

this

project

was

to

collect

stories

or

narratives

from

successful

computing

educators

in

particular

from

women

We

were

particularly

interested

in

the

various

paths

these

individuals

had

followed

through

their

careers

We

considered

resources

related

to

women

and

computing

education

in

particular

factors

that

seemed

to

lead

to

success

in

the

field

We

found

that

the

area

of

inquiry

known

as

oral

history

includes

techniques

conducive

to

the

type

of

data-gathering

we

visualized

Key

resources

for

our

project

include

a

set

of

oral

history

evaluation

guidelines

-LSB-

-RSB-

an

Oral

History

Association

-LSB-

-RSB-

and

a

tutorial

for

conducting

oral

history

from

the

Oral

History

Institute

at

Baylor

University

-LSB-

-RSB-

We

discuss

these

resources

further

in

Section

and

in

the

annotated

bibliography

Project

Vision

While

it

was

clear

from

its

inception

that

the

primary

focus

for

this

Working

Group

would

be

women

computing

educators

we

recognized

that

this

is

potentially

the

first

phase

of

a

longer-term

project

The

techniques

developed

in

this

first

phase

could

be

used

in

later

phases

eventually

developing

into

a

broader

project

covering

the

history

of

computing

education

as

a

profession

This

longer-term

project

should

lead

to

a

collection

of

oral

histories

from

both

men

and

women

in

the

field

as

well

as

other

artifacts

While

we

expect

that

future

investigators

will

analyze

the

materials

collected

during

each

phase

of

the

project

analysis

of

the

materials

is

not

the

driving

factor

at

this

time

We

feel

it

is

vital

to

create

an

accessible

repository

of

the

data

to

support

future

investigations

Survey

to

Gather

Ideas

In

order

to

gather

ideas

about

the

project

from

a

broad

community

of

individuals

we

designed

a

survey

to

request

ideas

from

colleagues

In

recognition

of

the

longer-range

potential

of

this

work

the

survey

solicited

information

for

the

full

field

of

computing

education

rather

than

restricting

responses

to

the

narrower

focus

of

women

computing

educators

The

full

survey

can

be

found

in

Appendix

D

We

targeted

two

on-line

communities

with

vested

interest

in

the

topic

of

this

Working

Group

Systers

-LSB-

-RSB-

and

SIGCSE.members

-LSB-

-RSB-

By

the

end

of

the

conference

the

survey

had

resulted

in

responses

from

different

individuals

Respondents

offered

ideas

for

questions

thoughts

about

how

to

recruit

additional

subjects

for

the

interviews

and

advice

for

how

to

proceed

The

respondents

suggested

educators

as

potential

interviewees

of

whom

are

women

Several

respondents

also

indicated

interest

in

becoming

involved

with

the

project

as

planners

interviewers

or

subjects

At

the

heart

of

this

project

is

the

recognition

that

women

are

under-represented

in

the

computing

field

-LSB-

-RSB-

In

particular

Working

Group

members

had

a

variety

of

ideas

for

how

to

address

the

lack

of

women

in

computing

education

Among

the

ideas

providing

role

models

capturing

stories

of

women

of

different

ages

to

provide

a

history

of

women

in

computing

education

exploring

the

history

of

early

women

computing

educators

to

learn

about

and

honor

the

stories

of

these

women

who

often

faced

difficult

circumstances

recording

difficulties

that

women

educators

encountered

during

their

careers

and

in

some

cases

overcame

as

a

source

of

inspiration

and

support

Considering

the

challenges

faced

by

women

in

early

computing

education

also

brought

up

questions

about

how

they

managed

those

challenges

What

internal

reserves

and

external

resources

did

they

draw

on

How

did

they

sustain

their

confidence

in

their

own

capabilities

often

as

the

only

woman

in

what

was

at

times

a

hostile

environment

This

led

the

group

to

consider

self-efficacy

beliefs

which

Bandura

-LRB-

-LSB-

-RSB-

p.

-RRB-

defines

as

people

's

judgments

of

their

capabilities

to

organize

and

execute

courses

of

action

required

to

attain

designated

types

of

performances

A

person

's

self-efficacy

beliefs

can

play

a

significant

role

in

her

capacity

to

manage

difficulties

if

she

believes

she

can

actualize

her

intentions

obstacles

presented

by

the

environment

impose

less

drag

Focus

for

the

Short

Term

This

section

addresses

a

number

of

key

points

that

the

group

must

consider

for

the

near

term

in

order

to

coordinate

work

by

a

distributed

set

of

volunteers

Protocol

for

Collecting

Stories

A

key

task

of

the

Working

Group

was

to

establish

a

protocol

to

be

followed

by

all

volunteers

on

this

project

The

resources

related

to

collecting

oral

histories

provided

a

rich

source

of

information

for

defining

the

protocol

to

be

used

over

the

life

of

the

project

A

clear

protocol

will

ensure

consistency

in

the

quality

and

general

content

of

the

interviews

especially

for

interviewers

with

little

experience

in

collecting

oral

histories

We

discuss

the

protocol

further

in

Section

Identifying

Potential

Subjects

The

primary

focus

for

this

phase

of

the

project

is

women

computing

educators

who

are

late

in

their

careers

The

project

will

seek

an

international

sample

in

order

to

ensure

a

more

complete

picture

during

the

conference

in

Lisbon

many

non-U.S.

educators

showed

interest

in

the

project

It

is

urgent

to

capture

narratives

from

older

and

more

senior

educators

while

these

pioneers

are

still

able

to

participate

in

the

interview

process

The

Working

Group

has

created

a

list

of

potential

subjects

including

ideas

drawn

from

the

results

of

the

survey

described

in

Section

Legal

Issues

Consent

Access

Ownership

A

paramount

concern

for

the

project

is

the

set

of

legal

issues

associated

with

this

form

of

academic

inquiry

Pressing

concerns

that

must

be

resolved

include

the

following

obtaining

permissions

to

ensure

that

the

materials

are

openly

accessible

for

use

in

future

studies

and

analyses

determining

who

will

have

access

to

the

materials

collected

in

this

project

determining

ownership

of

the

materials

and

designing

appropriate

copyright

and

permission

forms

Storage

and

Transcription

of

the

Interviews

When

an

interview

is

complete

the

recording

-LRB-

s

-RRB-

notes

and

any

supplemental

materials

must

be

prepared

for

later

use

and

analysis

As

a

temporary

measure

a

copy

on

CD

will

provide

secure

storage

of

the

materials

until

incorporated

into

a

formal

repository

To

make

the

interviews

more

accessible

to

future

users

such

as

researchers

and

historians

common

practice

is

to

develop

a

transcript

Besides

being

easier

to

scan

quickly

a

good

quality

transcript

makes

it

easier

to

create

notes

and

cross-reference

parts

of

the

interview

There

are

two

main

approaches

to

creating

transcripts

for

an

interview

listening

to

the

taped

interview

and

capturing

the

dialog

manually

a

tedious

and

exacting

process

or

using

voice

recognition

software

to

automatically

create

a

transcript

in

a

computer

file

a

process

that

tends

to

be

very

error-prone

Once

the

transcription

is

complete

careful

editing

can

make

the

work

clearer

and

more

accessible

However

editing

requires

a

deft

touch

using

pre-determined

guidelines

specific

to

the

project

The

editing

process

may

consider

issues

such

as

how

and

whether

to

correct

errors

-LRB-

for

example

should

transcriber

errors

be

fixed

during

editing

Should

errors

of

fact

acknowledged

by

the

interview

subject

be

set

right

-RRB-

and

whether

to

clear

out

irrelevant

information

-LRB-

for

example

deleting

-LSB-

presumably

meaningless

-RSB-

false

starts

to

make

the

transcript

's

meaning

clearer

-RRB-

Editing

may

also

introduce

paragraphs

and

subheadings

to

help

highlight

topics

and

make

it

easier

for

a

future

reader

to

traverse

the

transcribed

interview

Archival

of

the

Project

Materials

For

security

and

availability

of

the

collected

materials

it

will

be

vital

to

identify

a

means

for

the

long-term

storage

of

the

interviews

and

other

artifacts

In

addition

the

repository

can

be

used

to

maintain

a

bibliography

of

results

related

to

the

overall

project

While

it

is

premature

to

determine

where

this

work

might

eventually

reside

an

excellent

example

of

the

appropriate

style

of

storage

and

availability

is

the

repository

related

to

the

history

of

computing

maintained

by

the

Charles

Babbage

Institute

-LSB-

-RSB-

To

set

the

context

for

the

Working

Group

's

project

this

section

considers

four

background

areas

the

area

of

inquiry

known

as

oral

history

resources

related

to

the

history

of

computing

resources

on

the

history

of

women

in

computing

and

work

related

to

the

history

of

computing

education

What

is

Oral

History

Oral

history

is

a

method

of

inquiry

with

a

rich

tradition

and

specific

guidelines

While

folklore

and

storytelling

are

examples

of

oral

history

through

the

ages

modern

techniques

have

improved

the

reliability

of

the

data

one

can

gather

in

an

oral

history

project

The

Wikipedia

article

on

oral

history

-LSB-

-RSB-

explains

Oral

history

is

an

account

of

something

passed

down

by

word

of

mouth

from

one

generation

to

another

Oral

history

is

considered

by

some

historians

to

be

an

unreliable

source

for

the

study

of

history

However

oral

history

is

a

valid

means

for

preserving

and

transmitting

history

The

Oral

History

Association

-LSB-

-RSB-

has

published

guidelines

that

address

several

aspects

of

conducting

oral

history

including

responsibility

to

subjects

the

public

and

the

profession

interview

content

and

conduct

storage

and

preservation

of

media

and

interviews

and

an

excellent

bibliography

The

Oral

History

Primer

from

the

Department

of

History

at

California

State

University

Long

Beach

-LSB-

-RSB-

offers

an

overview

of

many

of

the

aspects

of

conducting

an

oral

history

project

such

as

how

to

design

the

study

how

to

conduct

and

process

the

interview

and

how

to

use

the

completed

interview

This

resource

offers

a

sample

outline

a

sample

transcript

and

a

sample

agreement

form

As

the

Working

Group

prepared

for

the

meetings

in

Lisbon

a

number

of

oral

history

projects

helped

us

formulate

ideas

about

how

the

materials

from

such

a

project

can

be

planned

for

and

archived

For

example

the

London

Voices

project

-LSB-

-RSB-

gathered

oral

histories

from

a

variety

of

individuals

and

has

made

these

stories

available

via

a

Museum

of

London

website

The

Oral

History

Directory

from

Alexander

Street

Press

-LSB-

-RSB-

is

an

ambitious

effort

to

index

the

major

oral

history

collections

in

English

throughout

the

world

During

our

working

group

presentation

at

the

ITiCSE

conference

we

learned

of

another

project

in

Brazil

O

Museu

da

Pessoa

-LRB-

Museum

of

the

Person

-RRB-

-LSB-

-RSB-

which

can

provide

additional

ideas

The

annotated

bibliography

in

Appendix

E

lists

relevant

projects

we

have

discovered

thus

far

One

of

the

Working

Group

members

in

Lisbon

William

Aspray

is

a

historian

of

computing

who

has

conducted

over

interviews

eliciting

oral

histories

The

materials

related

to

these

interviews

are

in

the

repositories

of

the

Charles

Babbage

Institute

for

History

of

Computing

-LSB-

-RSB-

which

we

discuss

further

in

the

next

section

Aspray

's

participation

in

the

Working

Group

provided

key

inputs

and

examples

as

the

group

developed

the

guidelines

and

planning

reflected

in

this

report

History

of

Computing

Resources

Interest

in

the

history

of

computing

is

broad-based

A

variety

of

historical

projects

focus

on

areas

as

diverse

as

artifacts

-LRB-

e.g.

punched

cards

old

computers

-RRB-

the

timeline

of

events

and

developments

in

computing

and

the

people

involved

in

driving

the

field

forward

This

section

highlights

a

few

computing

history

projects

that

seem

particularly

relevant

in

the

context

of

this

Working

Group

's

project

The

Charles

Babbage

Institute

-LRB-

CBI

-RRB-

-LSB-

-RSB-

was

started

in

and

by

became

an

historical

archives

and

research

center

of

the

University

of

Minnesota

CBI

preserves

relevant

historical

documentation

in

a

variety

of

media

conducts

and

fosters

research

in

history

and

archival

methods

and

sponsors

scholarly

meetings

and

publications

related

to

the

history

of

computing

The

resources

on

this

site

include

a

set

of

more

than

oral

histories

of

which

no

more

than

appear

to

be

from

women

The

IEEE

Annals

of

the

History

of

Computing

-LSB-

-RSB-

a

quarterly

publication

started

in

features

scholarly

articles

by

leading

computer

scientists

and

historians

as

well

as

firsthand

accounts

by

computer

pioneers

The

Annals

is

intended

to

serve

as

a

focal

point

for

collecting

and

disseminating

information

on

historical

projects

and

organizations

oral

history

activities

and

international

conferences

The

IFIP

Working

Group

on

the

History

of

Computing

-LSB-

-RSB-

established

in

focuses

on

the

history

of

computing

and

informatics

with

a

view

to

providing

the

impetus

to

preserve

the

records

and

artifacts

of

information

processing

inventions

practices

and

activities

throughout

the

world

under

the

auspices

of

IFIP

and

its

constituent

organizations

Among

the

goals

of

this

group

are

to

encourage

the

development

of

national

archives

to

identify

pioneers

worthy

of

appreciation

and

distinction

to

develop

publication

plans

for

histories

of

Information

Processing

and

to

promote

the

inclusion

of

historical

modules

in

appropriate

curricula

The

Virtual

Museum

of

Computing

-LRB-

VMoC

-RRB-

-LSB-

-RSB-

maintained

by

Jonathan

Bowen

of

London

South

Bank

University

is

a

collecting

point

that

leads

to

many

different

sites

across

the

web

Sections

currently

featured

on

the

VMoC

site

include

corporate

history

and

overviews

history

of

computing

organizations

and

general

historical

information

The

History

of

Computing

project

-LSB-

-RSB-

started

by

Cornelis

Robat

in

the

late

is

now

supported

by

a

non-profit

foundation

founded

in

April

This

project

is

based

in

the

Netherlands

and

has

partners

from

throughout

the

world

including

the

Ukraine

Poland

and

Mexico

The

project

seems

focused

on

gathering

artifacts

into

an

enormous

database

to

ensure

that

important

historical

information

remains

available

Resources

on

the

History

of

Women

in

Computing

Especially

relevant

to

this

Working

Group

's

efforts

are

projects

to

collect

oral

histories

of

women

in

computing

Janet

Abbate

-LSB-

-RSB-

is

conducting

a

research

project

to

develop

a

history

of

women

in

computing

in

the

United

States

and

Britain

since

World

War

II

Her

project

draws

on

oral

history

interviews

with

more

than

fifty

women

who

were

active

in

computer

science

departments

and

the

software

industry

A

project

that

apparently

never

came

to

fruition

is

mentioned

on

a

history

of

computing

site

created

by

J.A.N.

Lee

-LSB-

-RSB-

This

project

was

called

Women

in

-LRB-

the

-RRB-

Computing

History

-LRB-

with

the

acronym

witch

-RRB-

The

description

of

this

project

states

In

keeping

with

the

tradition

of

documenting

women

's

history

through

oral

histories

the

Women

in

-LRB-

the

-RRB-

Computing

History

mailing

list

hopes

to

augment

traditional

resources

of

women

's

and

histories

of

computing

by

being

a

repository

for

women

's

own

stories

throughout

the

history

of

computing

All

in

computing

too

not

just

those

of

us

formally

schooled

in

the

computing

sciences

Unfortunately

it

appears

that

this

project

has

disappeared

from

view

as

we

have

thus

far

been

unable

to

establish

contact

with

anyone

associated

with

the

project

The

IFIP

Working

Group

on

Women

and

Information

Technology

-LSB-

-RSB-

was

established

in

Aspects

of

this

group

's

charge

include

the

exchange

of

women

's

experiences

as

scholars

and

professionals

in

information

technology

integration

of

feminist

perspectives

into

computer

science

and

developing

an

understanding

of

the

gendered

aspects

in

design

realization

and

implementation

of

information

systems

The

aims

that

seem

especially

relevant

for

this

project

are

analyzing

the

role

of

gender

in

computing

education

and

educational

strategies

to

support

and

retain

girls

and

women

History

of

Computing

Education

Resources

Considered

separately

from

resources

related

to

the

History

of

Computing

few

resources

address

the

history

of

computing

education

In

the

Mathematical

Association

of

America

published

a

perspective

on

the

field

of

Computer

Science

The

first

chapter

is

an

in-depth

exploration

of

the

development

of

Computer

Science

with

emphasis

on

the

educational

underpinnings

of

this

field

-LSB-

-RSB-

In

August

when

the

IFIP

World

Computer

Congress

was

held

in

Toulouse

France

one

component

of

the

Congress

was

a

History

of

Computing

in

Education

conference

A

book

published

in

derives

from

contributions

made

at

this

conference

This

book

-LSB-

-RSB-

considers

two

aspects

the

impact

of

computing

on

education

over

the

past

forty

years

and

as

a

pedagogical

tool

in

computing

education

Various

articles

consider

how

organizations

have

used

computers

to

enhance

teaching

and

learning

spanning

experiences

in

elementary

education

through

university

studies

in

several

countries

Once

the

Working

Group

convened

in

Lisbon

the

face-to-face

meeting

time

was

spent

primarily

on

four

activities

refining

the

purpose

of

the

project

discussing

and

demonstrating

the

relevant

techniques

developing

a

protocol

to

guide

the

process

of

planning

and

conducting

interviews

and

training

members

in

how

to

use

the

interviewing

techniques

and

materials

Each

of

these

aspects

are

covered

below

Refining

Purpose

During

the

Working

Group

meetings

we

refined

the

purpose

and

methods

of

the

project

We

realized

the

need

to

differentiate

between

the

purpose

of

the

interviews

-LRB-

how

they

are

structured

and

the

kind

of

information

they

elicit

-RRB-

and

the

purpose

of

the

project

as

a

whole

-LRB-

how

the

interviews

will

be

used

-RRB-

We

also

came

to

realize

that

our

original

notion

of

interviewing

successful

women

computing

educators

constrained

the

project

in

two

ways

-RRB-

defining

what

we

meant

by

success

and

-RRB-

losing

the

stories

and

lessons

of

those

who

did

not

continue

in

computing

education

Demonstration

During

the

two

days

of

meetings

before

the

ITiCSE

conference

began

a

key

aspect

of

the

Working

Group

's

efforts

was

to

explore

the

theory

and

techniques

guiding

this

project

To

this

end

the

group

discussed

general

techniques

for

how

to

use

oral

histories

Two

of

the

group

members

Aspray

and

Barker

have

social

science

backgrounds

Aspray

is

a

historian

of

computing

while

Barker

is

a

social

scientist

whose

work

focuses

on

women

in

computing

Because

most

group

members

had

little

experience

with

conducting

this

type

of

inquiry

Aspray

overviewed

the

purposes

of

oral

history

and

methods

for

conducting

interviews

To

make

the

techniques

tangible

Aspray

conducted

a

demonstration

interview

with

Working

Group

leader

Barbara

Owens

as

the

subject

In

preparation

for

the

interview

Aspray

and

the

remaining

Working

Group

members

formulated

a

set

of

topics

and

prompts

to

include

in

the

interview

The

demonstration

interview

was

recorded

on

several

digital

devices

both

to

test

the

devices

and

to

avoid

the

possible

loss

of

information

due

to

technical

difficulties

After

the

demonstration

interview

was

completed

Aspray

and

Barker

led

the

group

in

deconstructing

the

interview

During

this

session

the

group

reflected

on

what

went

well

what

could

be

improved

and

what

to

change

in

the

future

The

Protocol

A

major

product

of

our

Working

Group

was

a

protocol

for

this

project

After

much

discussion

we

concluded

that

having

a

common

set

of

materials

would

be

vital

for

achieving

consistent

results

in

interview

sessions

conducted

by

a

wide

variety

of

volunteers

The

protocol

materials

that

will

be

used

to

support

the

interview

process

include

an

opening

script

an

outline

of

topics

a

set

of

sample

probing

questions

or

prompts

and

guidelines

for

conducting

interviews

We

discuss

each

of

these

items

in

the

remainder

of

this

section

Deconstructing

an

interview

is

different

than

analyzing

the

results

the

former

focuses

on

process

while

the

latter

considers

content

The

Opening

Script

The

opening

script

is

used

by

the

interviewer

to

set

the

scene

before

beginning

the

session

For

example

the

interviewer

should

caution

the

subject

that

it

is

common

for

sensitive

topics

to

come

up

during

the

course

of

a

session

and

that

the

subject

should

feel

free

to

ask

that

the

recording

be

turned

off

As

the

session

gets

underway

and

the

interviewer

starts

the

recording

device

-LRB-

s

-RRB-

specific

opening

information

should

be

read

onto

the

recording

in

order

to

provide

a

full

context

for

this

session

The

interviewer

could

state

for

example

This

is

an

interview

with

-LRB-

interview

subject

's

name

-RRB-

from

-LRB-

name

of

institution

-RRB-

conducted

by

-LRB-

interviewer

's

name

-RRB-

This

interview

is

being

recorded

on

-LRB-

date

-RRB-

at

-LRB-

city

country

-RRB-

It

is

part

of

the

-LRB-

computing

education

oral

history

series

formalized

name

yet

to

be

determined

-RRB-

Did

we

give

and

pronounce

your

name

correctly

After

this

the

interviewer

can

begin

giving

prompts

such

as

Tell

us

about

your

parents

for

example

what

they

did

for

a

living

In

this

example

statement

using

the

pronoun

us

rather

than

me

can

help

the

subject

remember

that

her

story

is

being

told

for

a

wider

audience

than

just

the

interviewer

at

hand

Outline

of

Topics

The

Working

Group

developed

an

outline

of

relevant

topics

to

be

used

in

guiding

the

interviews

The

outline

can

also

assist

the

interviewer

in

preparing

for

the

interview

with

the

goal

of

making

the

face-to-face

time

with

the

subject

as

effective

as

possible

The

Outline

of

Topics

that

the

Working

Group

developed

appears

in

Appendix

A.

Sample

Probing

Questions

Prompts

are

follow-up

questions

designed

to

elicit

more

detailed

answers

or

follow

up

a

thread

introduced

in

an

earlier

answer

Because

an

interviewer

must

feel

free

to

pursue

topics

that

emerge

as

the

session

progresses

the

prompts

set

provides

examples

for

how

the

interview

can

proceed

rather

than

a

strict

step-by-step

recipe

The

Working

Group

developed

a

list

of

example

prompts

which

appears

in

Appendix

B.

Guidelines

for

Conducting

Interviews

This

oral

history

project

will

require

many

interviewers

in

order

to

increase

the

number

of

stories

that

can

be

collected

within

a

limited

timeframe

and

across

a

wide

geographical

area

Guidelines

will

help

coordinate

the

efforts

across

volunteers

in

order

to

achieve

a

level

of

consistency

across

the

results

Guidelines

will

also

help

the

volunteers

prepare

for

and

conduct

sessions

The

guidelines

can

assist

an

interviewer

in

establishing

the

proper

setting

maintaining

an

appropriate

flow

and

helping

the

subject

focus

on

the

issues

at

hand

To

prepare

for

the

session

the

interviewer

should

study

relevant

background

materials

such

as

the

subject

's

resume

or

vita

their

professional

publications

and

anything

written

about

the

subject

This

final

sentence

is

relevant

primarily

for

names

that

are

unusual

or

difficult

to

pronounce

in

secondary

literature

This

information

can

help

the

interviewer

plan

and

prioritize

the

specific

prompts

as

well

as

the

order

of

prompts

to

be

used

during

the

interview

session

At

the

same

time

the

interviewer

should

not

use

the

outline

of

topics

as

tick

off

items

An

effective

interview

will

be

interactive

in

nature

with

the

specific

choice

and

ordering

of

prompts

based

on

previous

answers

Because

the

duration

of

a

session

must

be

limited

to

no

more

than

an

hour

or

two

the

time

must

be

used

effectively

This

makes

it

essential

for

the

interviewer

to

come

to

the

session

as

well

prepared

as

possible

The

face-to-face

time

during

the

session

should

be

used

to

explore

tacit

knowledge

and

the

reasons

for

certain

behaviors

and

outcomes

providing

insights

into

the

motivations

behind

events

in

the

subject

's

life

To

use

the

time

well

the

interviewer

must

avoid

spending

precious

time

during

the

session

pursuing

information

that

can

be

gleaned

from

the

subject

's

vita

or

other

readily

available

materials

The

Working

Group

's

guidelines

for

conducting

interviews

appear

in

Appendix

C.

Training

On

the

second

day

of

the

ITiCSE

Working

Group

meetings

the

group

divided

into

two

sub-groups

each

of

which

included

three

computing

educators

and

a

consultant

-LRB-

either

Aspray

or

Barker

-RRB-

In

these

sub-groups

the

computing

educators

tested

the

tentative

protocol

to

conduct

practice

interviews

with

one

another

Each

interview

session

lasted

about

minutes

with

one

computing

educator

interviewing

a

second

using

the

list

of

topic

areas

while

the

third

member

watched

and

listened

from

the

side

During

the

practice

interviews

both

sub-groups

explored

technologies

that

can

be

used

to

record

the

interviews

and

transcribe

the

audio

recordings

testing

multiple

devices

and

in

one

group

using

a

headset

to

capture

the

answers

for

automatic

transcription

The

consultants

observed

during

the

interviews

then

helped

the

group

deconstruct

the

interviews

and

critique

the

methods

Working

Group

members

have

offered

the

following

as

the

most

positive

outcomes

of

the

time

in

Lisbon

-LRB-

given

in

no

particular

order

-RRB-

Learning

techniques

of

oral

history

and

observing

an

experienced

interviewer

using

the

techniques

during

a

demonstration

Hearing

diverse

ideas

about

project

goals

and

reaching

consensus

Fleshing

out

the

protocol

for

conducting

interviews

thus

making

clear

what

should

be

asked

during

a

session

The

protocol

includes

a

detailed

set

of

guidelines

for

conducting

an

oral

history

interview

-LRB-

Appendix

C

-RRB-

an

opening

script

-LRB-

Section

-RRB-

a

topic

outline

-LRB-

Appendix

A

-RRB-

and

sample

prompts

-LRB-

Appendix

B

-RRB-

Being

trained

in

interview

techniques

which

allowed

the

group

to

experiment

with

the

equipment

and

pilot

the

process

of

gathering

histories

Several

members

expressed

the

desire

for

additional

training

and

for

the

opportunity

to

review

recorded

interviews

conducted

by

more

experienced

individuals

Understanding

that

the

operative

dynamic

in

an

interview/oral

history

differs

from

that

in

conversation

although

the

similarities

make

it

tricky

to

balance

the

exchange

Members

felt

very

positive

about

the

experience

of

the

practice

interviews

One

member

reported

that

she

often

found

herself

caught

up

in

the

stories

the

subjects

were

telling

leading

her

to

realize

that

it

takes

effort

to

learn

to

stick

to

the

list

of

topics

that

the

interviewer

wants

to

cover

Seeing

the

importance

of

privacy

considerations

as

well

as

the

need

to

obtain

permission

and

plan

for

storage

and

access

Getting

to

know

the

other

group

members

and

hearing

significant

parts

some

of

their

stories

Even

this

small

sample

gave

group

members

a

feeling

for

the

wide

variety

of

paths

taken

and

challenges

overcome

Discovering

that

the

individual

paths

were

an

interplay

between

a

recitation

of

facts

-LRB-

dates

and

places

-RRB-

and

the

deeply

felt

emotional

life

that

often

motivated

a

person

's

actions

This

underscored

the

need

for

a

respectful

and

reasonably

well-trained

approach

by

each

interviewer

The

group

encountered

a

number

of

difficulties

with

the

software

and

equipment

It

became

clear

that

the

equipment

is

the

weakest

link

in

performing

an

interview

The

interviewer

can

not

be

certain

that

the

equipment

is

functioning

as

expected

until

he

or

she

takes

a

break

to

review

the

recording

Based

on

experimentation

during

the

Working

Group

meetings

the

Working

group

can

make

the

following

observations

The

group

used

several

different

models

of

the

Olympus

DVR

-LRB-

Digital

Voice

Recorder

-RRB-

and

was

able

to

get

each

model

to

work

properly

Direct

recording

to

the

computer

worked

well

through

the

Olympus

digital

recorder

Transferring

the

recordings

to

CD

was

simple

and

seemed

like

an

excellent

way

to

create

a

temporary

archive

While

the

Dragon

Naturally

Speaking

Preferred

speech

recognition

software

-LSB-

-RSB-

may

be

helpful

it

will

require

further

experimentation

to

use

it

effectively

While

the

group

's

experiences

with

the

i-River

recording

devices

were

not

successful

one

member

has

been

pleased

with

the

performance

of

this

device

in

the

past

In

general

the

digital

recorders

worked

well

However

in

every

session

at

least

one

of

the

recorders

failed

generally

due

to

inexperience

human

error

or

time

limitations

A

key

conclusion

is

that

equipment

redundancy

is

imperative

We

decided

it

is

safest

to

use

at

least

three

recording

devices

during

each

interview

in

order

to

ensure

the

best

possible

quality

of

recording

Group

members

were

surprised

at

the

difficulty

of

transcribing

recorded

interviews

Some

members

had

hoped

there

would

be

useful

tricks

or

slight-of-hand

for

doing

transcription

Unfortunately

creating

a

good

quality

transcription

is

simply

a

lengthy

and

intense

process

A

group

member

who

transcribed

her

own

interview

found

that

it

took

nearly

five

times

as

long

as

the

interview

duration

to

complete

the

transcription

of

the

session

During

early

planning

for

the

Working

Group

the

co-leaders

had

hoped

to

conduct

initial

analysis

of

pilot

interview

data

and

identify

emergent

themes

In

the

end

the

group

spent

no

time

with

formal

analysis

of

the

practice

interviews

Instead

the

group

used

the

time

to

hone

interview

techniques

and

understand

how

to

move

the

project

forward

During

the

first

day

of

the

ITiCSE

conference

-LRB-

after

the

Working

Groups

had

each

met

for

two

full

days

-RRB-

each

Working

Group

presented

their

group

's

mission

and

progress

for

conference

attendees

The

main

impressions

that

Working

Group

members

brought

away

from

this

presentation

were

very

positive

with

many

attendees

showing

strong

interest

in

the

project

and

offering

encouragement

as

well

as

suggestions

for

potential

subjects

While

the

experience

during

the

ITiCSE

conference

was

valuable

the

time

in

Lisbon

was

too

short

and

the

expectations

too

high

for

the

group

to

be

able

to

complete

everything

it

had

hoped

to

accomplish

By

the

end

of

the

conference

and

the

completion

of

this

report

the

Working

Group

had

prepared

an

annotated

bibliography

learned

about

oral

histories

piloted

hardware

and

software

for

recording

and

set

the

stage

for

ongoing

collection

of

histories

including

a

protocol

to

follow

in

planning

for

and

conducting

interviews

While

the

Working

Group

did

consider

legal

and

ethical

issues

during

their

discussions

a

great

deal

must

be

resolved

before

the

process

of

active

interviewing

can

begin

In

particular

access

and

ownership

issues

must

be

resolved

before

we

can

begin

collecting

interviews

The

Working

Group

has

an

excellent

start

in

recruiting

volunteers

to

help

in

carrying

out

all

aspects

of

the

project

However

the

work

of

the

volunteers

must

be

coordinated

in

order

to

produce

coherent

results

In

addition

volunteers

who

conduct

interviews

must

be

trained

in

the

techniques

Various

Working

Group

members

have

agreed

to

propose

workshops

and

other

training

opportunities

at

a

variety

of

venues

and

events

A

challenge

will

be

to

select

the

set

of

subjects

from

the

many

suggestions

we

have

received

For

the

current

stage

of

work

we

will

include

only

women

computing

educators

who

are

retired

or

in

the

latter

stages

of

their

careers

The

entire

project

has

an

underlying

sense

of

urgency

because

many

of

the

pioneers

are

in

poor

health

or

have

already

passed

away

We

have

seen

clear

interest

in

eventually

expanding

the

project

to

include

the

stories

of

women

in

earlier

parts

of

their

careers

and

men

at

any

stage

of

their

careers

Obtaining

one

or

more

sources

of

funding

will

be

essential

to

achieving

the

full

vision

of

the

project

Funding

can

support

aspects

such

as

transcription

and

review

travel

to

conduct

training

or

to

meet

with

subjects

and

setting

up

permanent

archival

facilities

While

finding

a

permanent

home

for

the

oral

histories

is

not

essential

during

the

early

phases

of

the

project

it

is

important

if

the

collected

stories

are

to

be

useful

and

usable

In

addition

to

providing

for

archival

of

the

recordings

and

transcriptions

the

eventual

home

should

allow

for

including

contextual

materials

such

as

course

and

curriculum

artifacts

The

archival

capability

must

include

sophisticated

support

for

indexing

and

searching

in

order

to

support

future

visitors

in

browsing

the

collection

and

analyzing

the

interview

transcriptions

and

other

artifacts

Ultimately

whether

this

project

will

succeed

or

fail

depends

on

the

level

of

engagement

we

can

generate

for

all

phases

of

the

project

To

start

we

must

involve

the

computing

education

community

in

collecting

stories

from

women

computing

educators

who

have

retired

or

are

about

to

retire

At

the

same

time

we

must

create

and

maintain

a

sense

of

excitement

about

the

potential

of

the

project

If

there

are

sufficiently

many

interested

volunteers

the

full-blown

project

to

collect

stories

from

men

and

from

women

earlier

in

their

careers

could

certainly

get

underway

in

parallel

with

the

current

efforts

The

individuals

who

met

in

Lisbon

enjoyed

the

unique

opportunity

to

learn

these

techniques

and

plan

for

what

we

hope

will

be

a

productive

long-term

project

The

group

was

fortunate

to

have

additional

individuals

involved

in

the

pre-conference

discussions

several

of

whom

made

key

contributions

to

the

preparations

In

particular

the

Working

Group

is

grateful

to

Bettina

Bair

for

her

enthusiastic

support

Bettina

set

up

the

group

wiki

and

provided

feedback

as

well

as

many

ideas

for

resources

We

are

also

grateful

to

the

others

who

participated

in

the

pre-conference

discussions

including

Anne

Applin

and

Amardeep

Kahlon

We

thank

the

individuals

who

responded

to

our

survey

and

offered

suggestions

of

future

subjects

and

possible

questions

Comments

from

the

anonymous

reviewers

allowed

us

to

refine

the

purpose

of

the

report

and

improve

the

presentation

Late

discussions

with

Susan

Gerhart

provided

additional

ideas

and

inspiration

for

future

work

The

references

given

here

are

used

directly

in

the

text

In

Appendix

E

we

provide

an

annotated

reference

list

which

repeats

several

of

these

references

supplemented

with

our

annotations

-LSB-

-RSB-

Abbate

J.

Finding

our

Place

in

History

Six

Decades

of

Women

in

Computing

Grace

Hopper

Celebration

of

Women

in

Computing

October

Chicago

IL

online

last

modified

January

accessed

June

-LSB-

-RSB-

Baylor

University

Institute

for

Oral

History

Oral

History

Workshop

on

the

Web

online

last

modified

April

accessed

June

-LSB-

-RSB-

Bandura

A.

Social

foundations

of

thought

and

action

A

social

cognitive

theory

Englewood

Cliffs

NJ

Prentice

Hall

-LSB-

-RSB-

Charles

Babbage

Institute

Center

for

the

History

of

Information

Technology

University

of

Minnesota

online

accessed

June

-LSB-

-RSB-

Dragon

Naturally

Speaking

Preferred

speech

recognition

software

information

page

accessed

July

-LSB-

-RSB-

Gluck

S.

B

An

Oral

History

Primer

Department

of

History

California

State

University

Long

Beach

online

OHprimer.html

last

updated

March

accessed

July

-LSB-

-RSB-

The

History

of

Computing

project

online

accessed

July

-LSB-

-RSB-

IEEE

Annals

of

Computing

online

accessed

July

-LSB-

-RSB-

IFIP

Working

Group

on

the

History

of

Computing

online

last

modified

July

accessed

July

-LSB-

-RSB-

IFIP

Working

Group

on

Women

and

Information

Technology

online

de

oechteri/IFIP

last

modified

February

accessed

July

-LSB-

-RSB-

Implagliazzo

J.

J.

A.

N.

Lee

History

of

computing

in

education

Boston

Kluwer

-LSB-

-RSB-

Lazowska

E.

Pale

and

male

century

design

in

a

century

world

Women

in

computing

history

SIGCSE

Bulletin

inroads

-LRB-

-RRB-

-LRB-

June

-RRB-

pp.

-LSB-

-RSB-

Lee

J.A.N.

History

of

Computing

online

last

updated

December

accessed

July

-LSB-

-RSB-

London

Voices

Museum

of

London

online

s

last

modified

July

accessed

June

-LSB-

-RSB-

Margolis

J.

Fisher

A.

Unlocking

the

Clubhouse

The

Carnegie

Mellon

Experience

SIGCSE

Bulletin

inroads

-LRB-

-RRB-

June

pp.

-LSB-

-RSB-

Museu

da

Pessoa

-LSB-

translation

Museum

of

the

Person

-RSB-

online

accessed

July

-LSB-

-RSB-

Oral

History

Association

online

accessed

July

-LSB-

-RSB-

Oral

History

Directory

Alexander

Street

Press

online

last

modified

March

accessed

June

-LSB-

-RSB-

Pollack

S.

V

The

Development

of

Computer

Science

In

S.

V.

Pollack

-LRB-

Ed

-RRB-

Studies

in

Computer

Science

MAA

Studies

in

Mathematics

Volume

The

Mathematical

Association

of

America

-LSB-

-RSB-

Ritchie

D.

A.

Oral

History

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Pamphlet

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History

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last

modified

May

accessed

June

-LSB-

-RSB-

Roberts

E.

Expanding

the

audience

for

computer

science

PowerPoint

version

of

keynote

talk

presented

at

SIGCSE

Technical

Symposium

Reno

Nevada

-LSB-

-RSB-

SIGCSE.members

the

members-only

mailing

list

of

the

ACM

Special

Interest

Group

for

Computer

Science

Education

Subscription

information

online

at

-LSB-

-RSB-

Systers

an

online

community

for

technical

women

in

computing

Subscription

information

online

at

-LSB-

-RSB-

Virtual

Museum

of

Computing

-LRB-

VMoC

-RRB-

online

last

modified

January

accessed

July

-LSB-

-RSB-

Wikipedia

Oral

History

online

last

modified

June

accessed

July

O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O B I O O O O O O O B I O O O O O O O O O O B I O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O 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