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Low participation of women in Computer Science (CS) has been documented in some countries. Since this phenomenon occurs in the Computer Science and Informatics Department at the Universidad de Costa Rica, we decided to investigate if there were gender differences in some factors, both motivating and inhibiting students to enter the field. Our main purpose was to see if those differences could help find factors influencing the imbalance of female participation. Both graduate and undergraduate populations were investigated. It was found that there were differences by gender in both populations. As a consequence of the knowledge of the field acquired during the permanence in the CS program and professional experience, both men and women change, although differently, their perceptions.

A correct understanding about how computers run code is mandatory in order to effectively learn to program. Lectures have historically been used in programming courses to teach how computers execute code, and students are assessed through traditional evaluation methods, such as exams. Constructivism learning theory objects to students’ passiveness during lessons, and traditional quantitative methods for evaluating a complex cognitive process such as understanding. Constructivism proposes complimentary techniques, such as conceptual contraposition and colloquies. We enriched lectures of a “Programming II” (CS2) course combining conceptual contraposition with program memory tracing, then we evaluated students’ understanding of programming concepts through colloquies. Results revealed that these techniques applied to the lecture are insufficient to help students develop satisfactory mental models of the C++ notional machine, and colloquies behaved as the most comprehensive traditional evaluations conducted in the course.

Nowadays Automatic Speech Recognition (ASR) applications are increasingly successful in the air traffic (ATC) domain. Paramount to achieving this is collecting enough data for speech recognition model training. Thousands of hours of ATC communication are recorded every day. However, the transcription of these data sets is resource intense, i.e. writing down the sequence of spoken words, and more importantly, interpreting the relevant semantics. Many different approaches including CPDLC (Controller Pilot Data Link Communications) currently exist in the ATC community for command transcription, a fact that e.g. complicates exchange of transcriptions. The partners of the SESAR funded solution PJ.16-04 are currently developing on a common ontology for transcription of controller-pilot communications, which will harmonize integration of ASR into controller working positions. The resulting ontology is presented in this paper.