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At the time of the revised admissions criteria, and something not usually noted in discussions about diversity in CS at Carnegie Mellon, the doors were opened to a different kind of male student, selected, as were the women, for their leadership potential, community service, and high SATs. Thus, the Computer Science Department began to see a more diverse student body overall.
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While discussing interventions for change it is also critical to note what was not changed. Academic entry-level standards were not lowered to accommodate student diversity. Students who had no background in CS still needed high SAT scores and were for the most part already on a math/ science track. As faculty began to recognize the increased presence of women, their strengths and their potential to be good computer scientists the school started paying serious attention to the future of the undergraduate program. What we have to remember is that the existing program was geared towards a particular type of student, usually male and with some programming background. New courses were introduced to accommodate students entering the major with little or no background in CS. Any other curriculum changes were made to enhance the educational experience of a broader student body not to accommodate women’s presumed interests. Since that time any changes to improve the curriculum have been made for the benefit of all students, and are the kinds of changes that go on in any department committed to providing the best academic program possible.
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Several faculty members noted that students had become increasingly grade obsessed and felt this related to the focus on improving their test taking ability in high school, to the detriment of building critical thinking skills. The students, said one faculty member, often struggled with reconciling their high school understanding of CS and the new understanding of the field as it is taught at Carnegie Mellon, especially when they first came up against the more abstract courses like Fundamental Data Structures and Algorithms. But when they “got it” they were thrilled and excited. On a similar note at least two faculty members pointed out that it was not just women who felt like they did not fit into the pre-1999 culture, some men felt the same way. One faculty member described the general environment as “sink or swim” which worked against the handful of male students who were admitted with little programming background. He suggested that when the department started to address gender issues in the late 1990s it raised the possibility of making improvements for all students. Another faculty member remarked that the changes in the department caused “a 180 degree turn around” in climate and student happiness. Faculty-advisors played a major role in ensuring a positive academic and social experience for all students. We heard many student comments, which testified to this: “the advisers are amazing”; “[ advisors] create an extremely comfortable atmosphere.”