Organized Data for Paper - Literature Review.tsv

Citation	URL of article	Camp Name	Type of Outreach Program: Camp, Workshop, In-Class, After-School; if not one of these (e.g. a survey about middle-school) put a warning in	Targeted Group? (Womens, Ethnicity (specify), Other (specify), No)	Themes: Game Design, Art, Virtual Reality, Overview of topics/ CS careers, Robotics, Mapping, App development/mobile computing, prog (lang/concepts)	Language (Scratch, Alice, etc.)	Location: university, at a middle/high school, N/A, other (specify)	Number of Students in Outreach program (unknown, indicate study size in bold)	Kinesthetic/Unplugged, Pair Programming, Other (specify)?	Kind of assesment: survey (specify pre/post), qualitative by interest (observation of kids), qualitative by understanding (observation of works), other (specify)	Results (indicate as the first word, in BOLD, whether the overall effect was positive, negative, or neutral)	Time Frame	Cost for the campers (exact number, ballpark figure, or not given)		Gender (Girls, Co-ed, Boys, Unknown)	Quotes	Did it indicate racial breakdown?		WARNINGS!!
Karina Assiter , Charlie Wiseman, Exploratory learning with Alice: experiences leading a computer science workshop for girl scouts, Journal of Computing Sciences in Colleges, v.31 n.4, p.21-27, April 2016	http://dl.acm.org/citation.cfm?id=2904130 	Assiter	Workshop (1 day)	Women	Programming	Alice	University 	29	none	Post survey 	positive: 25 reported really liked, 4 just liked	1 day 	unknown		Girls only		N		777
Adams, J.C. 2010. Scratching middle schoolers' creative itch. In Proc of the 41st ACM tech symp on Comp Sci Ed. ACM, 356-360.	http://dl.acm.org/citation.cfm?id=1734385&CFID=799953953&CFTOKEN=72200537	Adams	Summer Camp	Women, Men	Art	Scratch	unknown	Boys camp: about 30 + waitlist Girls camp: avg 15	none	Pre and Post Surveys, Judgement of final projects	Positive. Students gained confidence in programming and had an overall positive experience at the camp,  All campers had a positive time at the camp and a majority felt that they knew more about computing by the end of the camp 	5 day, 9:30 am - 2:30 pm, commuter	$185		Girls only, boys only		N		TWO CAMPS DIVIDED BY GENDER
Basawapatna, A.R., Koh, K.H. et al. 2010. Using scalable game design to teach computer science from middle school to graduate school. In Proc of ITiCSE '10 ACM, New York, NY, 224-228.	http://dl.acm.org/citation.cfm?id=1822154 	Basawapatna	In-Class, 1-2 weeks for middle schoolers	N/A	Game Design	AgentSheets	middle school	197	none	Post survery and observations	Postitive. The reviews at the end of the week were positive, and informal observations seem to support that. Seems to interest the students and have a favorable impact, but not enough quantifiable data is not given to support this conclusion.	1-2 weeks	Unknown		Co-ed 115 girls 82 boys		Y		HAS MULTIPLE STUDIES WITHIN -- ONLY CHECK THE MIDDLE SCHOOL DATA
Philip Sheridan Buffum, Megan Frankosky, Kristy Elizabeth Boyer, Eric N. Wiebe, Bradford W. Mott, and James C. Lester. 2016. Collaboration and gender equity in game-based learning for middle school computer science. Computing in Science & Engineering 18, 18 (Mar./Apr. 2016), 18-28. DOI:http://dx.doi.org/10.1109/MCSE.2016.37	http://scitation.aip.org/content/aip/journal/cise/18/2/10.1109/MCSE.2016.37	Buffum		Women	Game Design	Other	urban middle school, Raleigh, North Carolina	28		Self-reported strategy by students, Field observations,knowledge assessment	Collaboration is useful, but results (based on objective knowledge assessments) may not occur initiallyPartners may not always be well placed Neutral	school hours in the fall of 2014	N/A		Pilot: Co-ed, 14 girls, 14 boys, 28 students total; Actual: 26 boys, 22 girls, 48 students total 		Y		HAS TWO SETS OF DATA IN IT -- ONE PILOT STUDY AND ONE ACTUAL STUDY
Philip Sheridan Buffum, Megan Hardy Frankosky, Kristy Elizabeth Boyer, Eric N. Wiebe, Bradford W. Mott, and James C. Lester. 2016. Empowering All Students: Closing the CS Confidence Gap with an In-School Initiative for Middle School Students. In Proceedings of the 47th ACM Technical Symposium on Computing Science Education (SIGCSE '16). ACM, New York, NY, USA, 382-387.	http://dl.acm.org/citation.cfm?id=2844595	Buffum	In-Class	Women, Ethnic Minorities	Game Design	Other	Raleigh, NC	Classroom: 200 (only 84 completed all surveys)	none	Pre/post surveys on attitudes toward CS	POSITIVE. 48 participants reported having participated in any activities that involves cs or programming, 36 said no. Pre and post surveys on computer science attitudes found no significant difference between kids with and without prior cs experience While they attracted a pool with sufficient numbers of women the after school activity failed to provide a pool that could help them understand how game based learning impact students with no pre-existing interest 	Integration into science curriculum over 2 years, each year is 20 session courses with each course lasting an hour	Free		31 female, 53 male				INCLUDES A LIT REVIEW, and BOTH AN IN-CLASS PROGRAM and AN AFTER-SCHOOL PROGRAM
Carter, E., Blank, G. and Walz, J. 2012. Bringing the breadth of computer science to middle schools. In Proc of the 43rd ACM tech symp on Comp Sci Ed (SIGCSE '12). ACM, New York, 203-208.	http://dl.acm.org/citation.cfm?id=2157198&CFID=626148091&CFTOKEN=45041951	Blank	In-Class	Women, Ethnic Minorities	Art, Robotics	Teacher-Bot, Scratch	Allentown, Pennsylvania	unknown	none	A Jeopardy game was created to test students retention rate	Students were really good at remembering concepts and not vocabulary, however, students struggled when asked about difficult material that took many classes to teach 	2 days a week for 9 weeks	Free to students (school board paid)		Co-Ed		N		
Cheung, J.C.Y., Ngai, G. et al. 2009. Filling the gap in programming instruction: a text-enhanced graphical programming environment for junior high students. In Proc of SIGCSE '09. ACM, 276-280.	http://dl.acm.org/citation.cfm?id=1508968&CFID=626148091&CFTOKEN=45041951	Ngai		N/A	Programming	Scratch, BrickLayer	n/a	n/a		Pre and Post Surveys	All camp creators must take into account the amount the prior knowledge that students enter a camp with. If a student has already programmed in scratch or another language, our curricula could yield uneffective.   Students felt stronger about their coding skills by the end of the camp. Students were motivated to change textual code when given the opportunity to  	n/a	n/a		Unspecified		N		
Judy Clark, Michael P. Rogers, Carol Spradling, and John Pais. 2013. What, no canoes? Lessons learned while hosting a scratch summer camp. J. Comput. Sci. Coll. 28, 5 (May 2013), 204-210.	http://dl.acm.org/citation.cfm?id=2458614&CFID=635030310&CFTOKEN=85779903	Clark	Workshop (2 day) 	N/A	Programming	Scratch	Maryville, MO	44	none	Pre/Post Surveys	Positive	1 day for teachers to learn, 1 day for teachers to teach students, grades 4-6	Free		unknown		N		
Cottam, J.A., Foley, S.S. and Menzel, S. 2010. Do roadshows work?: examining the effectiveness of just be. In Proc of the 41st ACM tech symp on Comp Sci Ed (SIGCSE '10). ACM, New York, NY, 17-21.	http://dl.acm.org/citation.cfm?id=1734271&CFID=801050710&CFTOKEN=48946120	Cottam	Workshop (1 day) 	N/A	Overview	Unknown	Indiana University; Bloomington, IN	613	Kinesthetic (CS Unplugged)	pre-/post-surveys, no longitudinal	Positive. Apparently positive, though there were no longitudinal surveys given	1 class period (given to different classes over the semester)	free		Co-Ed		N		
Craig, A., Coldwell-Neilson, J. and Beekhuyzen, J. 2013. Are IT interventions for girls a special case?. In Proc of the 44th ACM tech symp on Comp sci ed (SIGCSE '13). ACM, New York, 451-456. 	http://dl.acm.org/citation.cfm?id=2445328&CFID=626148091&CFTOKEN=45041951	Craig	Workshop (2 day) 	Women	Overview	Other	Uknown	4932 (over four years)	none	2-page questionnaire at the end of the presentation; author did analysis of this survey based on word usage in the participants' responses, start of a longitudinal study	Positive (as in they enjoyed it, not sure about impact). The results so far suggest that regardless of the age group, strategies for making a session interesting, fun and funny are important for interventions targeted at any age group. One key aspect that the author mentioned is that it is extremely important to make sure that an audience has a reason to connect with a presenter, or they won’t listen.	2 days	Uknown		Female		N		
Orpheus S. L. Crutchfield, Christopher D. Harrison, Guy Haas, Daniel D. Garcia, Sheila M. Humphreys, Colleen M. Lewis, and Peter Khooshabeh. 2011. Berkeley Foundation for Opportunities in Information Technology: A Decade of Broadening Participation. Trans. Comput. Educ. 11, 3, Article 15 (October 2011), 24 pages	http://dl.acm.org/citation.cfm?id=2037279&CFID=624215948&CFTOKEN=34943795	Orpheus	Camp	Women, Ethnic Minorities	Art	Scratch, Logo	UC Berkeley Camp, Program is called SCI-FY (Science for Youth)	unknown	pair programming	qualitative by interest	Positive, but lacked funds for longitudinal study, but anticipate/hope to do one in the future. Provide anecdotal evidence as well as quotes from students who completed the program.  Some incomplete data (self-reported) from graduates about where they matriculate. 	2 weeks	free		Coed  SCI-Fy - 56% male, 44% female  	talks about importnce of spatial reasoning in CS/other STEM fields	Y		MANY DIFFERENT PROGRAMS, THIS IS INFORMATION ABOUT JUST ONE OF THEM
Curzon, P., McOwan, P.W., Cutts, Q. I. et al. 2009. Enthusing & inspiring with reusable kinaesthetic activities. SIGCSE Bull. 41, 3 (July 2009), 94-98.	http://dl.acm.org/citation.cfm?id=1562911&CFID=801050710&CFTOKEN=48946120	Curzon	In-Class	N/A	Programming, Robotics, Other	Scratch, Alice, LEGO, Java	Queen Mary College, cs4fn shows, University of Glasgow, CS Inside program, University of Canterbury, CS Unplugged	n/a	Kinesthetic (CS Unplugged)	Pre/post	positive. Kinesthetic works, primarily positive results, 	Small classes, large classes, hour-long demos, several-hours long workshops, day-long workshops, in outreach programs, etc.	Unknown		Co-Ed		N		not a camp
Daily, S.B., Leonard, A.E., Jörg, S., et al. 2014. Dancing alice: exploring embodied pedagogical strategies for learning computational thinking. In Proc of SIGCSE '14. ACM, 91-96. 	http://dl.acm.org/citation.cfm?id=2538917 	Daily	After-School 	Women	Art	Unknown	Southeastern United States 	9	Kinesthetic 	qualitative by interest (observations only) 	Iffy, found out that Alice may be too difficult for 5th and 6th graders to fully understand and it may be a huge turn off if you want them in the scientific field Negative	5 weeks	unknown		Co-ed: 8 girls,  1 boy		Y		
Barbara Ericson and Tom McKlin. 2012. Effective and sustainable computing summer camps. In Proceedings of the 43rd ACM technical symposium on Computer Science Education (SIGCSE '12). ACM, New York, NY, USA, 289-294. DOI=http://dx.doi.org/10.1145/2157136.2157223	http://dx.doi.org/10.1145/2157136.2157223	Ericson	Camp	N/A	Art, Robotics	PicoCricket, Scratch, LEGO, Alice, App Inventor	Georgia	avg 22, camp size varied between 15 and 30  (8 camps total)	pair programming	pre/post test on a 5 point likert scale. Attempt to measure learning through a 10 question multiple choice test. Return rates, and measured how many students majored in computing after the camps	Negative. Girls initially rate at about same level as boys for “Programming is hard” (291), however girls experience much larger/statistically significant shift in disagrement with this statement than boys Boys show statistically significant improvement in “I am good at computing” and “I know more than my friends about computing” while girls do not (291) Consistent with other studies that have shown that boys have more confidence in their computing abilities than girls  	8 weeks of 5 day camp	$15 application fee, $285 camp fee		15% female, 75% male		N		8 camps total
Franklin, D., Conrad, P., Aldana, G. et al. 2011. Animal tlatoque: attracting middle school students to computing through culturally relevant themes. In Proc SIGCSE '11. ACM, New York, 453-458.	http://dl.acm.org/citation.cfm?id=1953295&CFID=626148091&CFTOKEN=45041951	Franklin	Camp	Women, Ethnic Minorities	Art	Scratch	n/a	36 started, 34 finished	Kinesthetic/CS Unplugged	Pre and Post Survey	This study showed that when incorporating campers culture, self-efficacy greatly improved by the end of the camp. Students didn’t have to believe all the stereotypes that they had heard about the camp. Positive	Two week camp	$200 + scholarships		All girls	"The Animal Tlatoque Summer Camp is a 2-week summer camp for middle school students that combines two themes with computing: animal conservation and Mayan culture. We designed an interdisciplinary curriculum, including animals, culture, computing, art, and storytelling." (453)	Y		
Diana Franklin , Charlotte Hill , Hilary A. Dwyer , Alexandria K. Hansen , Ashley Iveland , Danielle B. Harlow, Initialization in Scratch: Seeking Knowledge Transfer, Proceedings of the 47th ACM Technical Symposium on Computing Science Education, March 02-05, 2016, Memphis, Tennessee, USA	http://dl.acm.org/citation.cfm?id=2844569	Franklin	In-Class	N/A	Programming	Scratch, C, Java, Other	California Schools	10 students per study, 5 studies total	Kinesthetic/CS Unplugged	Observation + Interviews	Neutral/Negative	Unsure	Free (pretty sure)		unknown		N		
Shuchi Grover , Roy Pea , Stephen Cooper, Factors Influencing Computer Science Learning in Middle School, Proceedings of the 47th ACM Technical Symposium on Computing Science Education, March 02-05, 2016, Memphis, Tennessee, USA	http://www.life-slc.org/docs/LSLC_rp_A211_Grover-Pea-Cooper-SIGSCE2016.pdf	Grover	In-Class	N/A	Programming	Scratch, Other	Northern California	54 (for 2 studies, the data was combined for statistical analysis) 		Pre-post survey (measured understanding of computational concepts), prior experience survey, interest and attitudes pre-post survey, course experience survey (to improve future iterations), school demographic data	Factors that influence learning outcomes, experience, interest, attitudes. FACT helped all students make significant computation concept gain. Math experience is correlated with success in FACT. ELL is negative predictor. FACT helped all students despite differences in prior technology use. POSITVE 	7 weeks, class met 4 days a week for 55 mins	N/A		CoEd		N		
Hart, M.L. 2010. Making contact with the forgotten k-12 influence: are you smarter than your 5th grader?. In Proc of the 41st ACM tech symp on Comp Sci Ed (SIGCSE '10). ACM, New York, 254-258. 	http://dl.acm.org/citation.cfm?id=1734349&CFID=790982544&CFTOKEN=71755941	Hart	workshop	Women	Art, Other	Alice, PicoCricket	University (Purdue University, Indiana)	26 students and their parents	Kinesthetic, Pair Programming	Pre/Post Surveys	Positive 	6 sessions over 3 months held from 9 am - 1 pm (lunch included)	$25 refundable deposit if 4 out of 6 sessions are attended		co-ed		N		
Charlotte Hill , Hilary A. Dwyer , Tim Martinez , Danielle Harlow , Diana Franklin, Floors and Flexibility: Designing a Programming Environment for 4th-6th Grade Classrooms, Proceedings of the 46th ACM Technical Symposium on Computer Science Education, March 04-07, 2015, Kansas City, Missouri, USA	http://dl.acm.org/citation.cfm?id=2677275	Hill	In-Class	N/A	Art, Programming	Scratch, Blockly	15 middle school classrooms across CA	15		Longitudinal	Neutral/not reported. In developing LaPlaya we built on the strengths of each of these interfaces to create a programming environment tailored to 4th – 6th grade students in a classroom setting.	N/A	Unknown		n/a		N		WHAT
Caitlin Hulsey, Toni B. Pence, and Larry F. Hodges. 2014. Camp CyberGirls: using a virtual world to introduce computing concepts to middle school girls. In Proceedings of the 45th ACM technical symposium on Computer science education (SIGCSE '14). ACM, New York, NY, USA, 331-336.	http://dl.acm.org/citation.cfm?id=2538881&CFID=624777200&CFTOKEN=20355204	Hulsey	Camp	Women	Virtual Reality	Curiosity Grid, Linden Scripting Language	Clemson University in Clemson, SC	16	No	Pre/post	Neutral Students’ interest and attitude toward CS improved greatly, but confidence in their abilities went down slightly. 	One week residential, lived in dorms	unknown		Girls		Y		
Kacmarcik, G. and Giral Kacmarcik, S. 2009. Introducing computer programming via gameboy advance homebrew. In Proc of the 40th ACM tech symp on Comp sci ed (SIGCSE '09). ACM, 281-285.	http://dl.acm.org/citation.cfm?id=1508969&preflayout=tabs	Kacmarcik	After-School	N/A	Game Design	LEGO, Spritely	unknown	8	No	Qualitative by Interest, Qualitative by understanding	Positive. The approach was successful. They created an advanced program and kept up enrolment.	1 hr. per week classes that went on for entire school year (and into the summer)	unknown		Co-Ed		N		
Lakanen, A., Isomöttönen, V., and Lappalainen, V. 2012. Life two years after a game programming course: longitudinal viewpoints on K-12 outreach. In Proc of SIGCSE '12. ACM, New York, 481-486.	http://dl.acm.org/citation.cfm?id=2157280&preflayout=tabs	Lakanen	Camp	N/A	Game Design	C#, Jypeli	Finland	58 Returned longitudinal survey	No	Other -- Longitudinal Survey (1-2 Years out)	Positive. The students mostly used some other tools than the ones used during the courses, which indicates that the students are willing to explore new ways of creating games and programs. 	1-2 years after camp	Unknown		Co-Ed		N		
Lakanen, A., Isomöttönen, V. and Lappalainen, V. 2014. Five years of game programming outreach: understanding student differences. In Proc of SIGCSE '14. ACM, New York, NY, USA, 647-652.	http://dl.acm.org/citation.cfm?id=2538914&CFID=631765611&CFTOKEN=97433255	Lakanen		N/A	Game Design	C#, Jypeli		25-30		Pre/post Survey	Through the course the change in perception of computer science was drastic. Those who had little experience playing computer games did not change conception of programming, mostly girls. Negative/Neutral	5 day 5 hour summer day camp, info is from 5 years	Unknown		Co-Ed				
Lakanen, A., Isomöttönen, V. and Lappalainen, V. 2014. Understanding differences among coding club students. In Proc of ITiCSE '14. ACM, New York, NY, USA, 159-164. 	http://dl.acm.org/citation.cfm?id=2591716&CFID=790982544&CFTOKEN=71755941	Lakanen	After-School	N/A	Game Design	Unknown		avg 25-30 kids/week, max was 51		pre-survey; qualitative by interest	Neutral no hard data, seems to be positive, but only for those who come in self-motivated	after-school program, every day	free		Coed				
Antti-Jussi Lakanen and Ville Isomöttönen. 2015. What Does It Take to Do Computer Programming?: Surveying the K-12 Students' Conceptions. In Proceedings of the 46th ACM Technical Symposium on Computer Science Education (SIGCSE '15). ACM, New York, NY, USA, 458-463. DOI=http://dx.doi.org/10.1145/2676723.2677229	http://dl.acm.org/citation.cfm?id=2677229&CFID=626148091&CFTOKEN=45041951 	Lakanen		N/A	Game Design	C#, Jypeli		541	No	From the pre-survey	Students posed questions that were specific to the course they were taught. Experienced programming students also made emphasis on returned surveys that their concerns were with higher level thinking. Positive	5 Days	Free		Coed				
Isomöttönen, V., Lakanen, A. and Lappalainen, V. 2011. K-12 game programming course concept using textual programming. In Proc of the 42nd ACM tech symp on Comp sci ed. ACM, 459-464.	http://dl.acm.org/citation.cfm?id=1953296&CFID=626148091&CFTOKEN=45041951	Lakanen		Women	Game Design	C#, Jypeli	Jyväskylä, Finland	150 (over two years)		Surveys and Questionnaires	Students who report that they are scared of programming or that they thought programming was hard, most often had never been exposed to programming Positive (but not a comparative study)	7 days	N/A		n/a				
Lang, C., Craig, A., Fisher, J. et al. 2010. Creating digital divas: scaffolding perception change through secondary school and university alliances. In Proc of ITiCSE '10. ACM, 38-42.	http://dl.acm.org/citation.cfm?id=1822103&CFID=790982544&CFTOKEN=71755941	Lang	In-Class	Women	Art	Alice	Unknown: Australian Grade 8 School	24	No	Survey, Other (Test)	Positive. 16/24 said that they would consider an IT career path & They were evaluated higher on the VELS (Victorian Education something) than anticipated	4 48 minute sessions, each week for 20 weeks, not a camp, happened over 1 semester	Unknown		All girls		N		
Catherine Lang, Annemieke Craig, and MaryAnne Egan. 2016. The Importance of Outreach Programs to Unblock the Pipeline and Broaden Diversity in ICT Education. Int. J. Inf. Commun. Technol. Educ. 12, 1 (January 2016), 38-49. 	https://drive.google.com/drive/folders/0B4OCe4sqrF3eMTNMOFNlMnV4WEk	Lang	Workshop	Women	Overview	Unknown	Unknown: "A University"	800-1600	No	Pre/post, Longitudinal	Positive	1 day workshop, run every two years	Unknown		All Girls		N		Contains 3 programs. One is summarized in the article above this, the third is not in our age range
Larkins, D.B., Moore, J.C., Rubbo, L.J. et al. 2013. Application of the cognitive apprenticeship framework to a middle school robotics camp. In Proc of the 44th ACM tech symp on Comp sci ed. 89-94.	http://dl.acm.org/citation.cfm?id=2445226&CFID=790982544&CFTOKEN=71755941	Larkins	Camp	N/A	Robotics	LEGO	Unknown	27	No	Survey (pre/post)	 Found that the kids liked STEM coming into the program and still liked it coming out (little change) Did see improvement in students problem solving/pre-design also the debugging logs showed increased sophistication with isolating and correcting problems, Positive 	two weeks period with 3-4 hours of instruction a day	Unknown, but "Affordable" is what they call it		Unspecified (From pictures, can see that it is co-ed		N		
Lijun Ni, Diane Schilder, Mark Sherman, and Fred Martin. 2016. Computing with a community focus: outcomes from an app inventor summer camp for middle school students. J. Comput. Sci. Coll. 31, 6 (June 2016), 82-89.	http://dl.acm.org/citation.cfm?id=2904468&CFID=790982544&CFTOKEN=71755941	Lijun	Camp	N/A	App Dev	App Inventor	Unknown (k-8 school in Utah)	72	No	pre/Post Surveys, Other (interviews)	Positive, kids were more confident in their abilities. Some frustration with app inventor, but not with the concept itself	6 hours a day for 5 days	unknown		Co-ed		Y		
Mano, C., Allan, V., and Cooley, D. 2010. Effective in-class activities for middle school outreach programs. In 40th ASEE/IEEE Front in Ed Conf, Washington, DC, Oct 27-30, 2010, F2E-1-F2E-6.	digital.cs.usu.edu/~allanv/Pubs/Mano_Allan_Cooley2010.pdf  	Mano	In-Class	Women Ethnic Minorities	Programming, Art	PicoCricket	k-8 school in Utah	100* *Only 72 responded to survey	Unplugged	surveys during/aftr camp. Longitudinal one day (once the kids are in college)	Positive, “While surveys are difficult to interpret due to the attitude toward filling out the surveys of some students, generally, the results support our own observations.  Students are excited to see us there for activities, and are actively engaged for the entire activity. The long-term goal of increasing enrollment numbers at the college level will not be assessable for many years.  However, we are encouraged by early indicators of our success in motivating students and increasing interest levels” 	“On a monthly basis, faculty members from our department, along with volunteer undergraduate and graduate students, go to our partner school for activities.  The activities last approximately 45 minutes per class, and we do the activity for four classes over two days.” this is conducted over the course of a year. 	unknown (assumably free)		coed		N		
Marcu, G., Kaufman, S.J., Lee, J.K., et al. 2010. Design and evaluation of a computer science and engineering course for middle school girls. In Proc of SIGCSE '10. ACM, New York, NY, 234-238	http://dl.acm.org/citation.cfm?id=1734344	Marcu	Camp	Womens, Low Income, Ethnic Minorities	Other	PicoCricket	Unknown (Orange County, CA)	53		pre/post, interviews, qualitative by interest	Positive	Four weeks	“Girls enrolled in camp pay tuition for the entire four week course on a sliding scale, with most girls served by the organization coming from low income families.” pg. 236		All Girls		Y		
Maxim, B.R. and Elenbogen, B.S. 2009. Attracting K-12 students to study computing. In 39th IEEE Frontiers in Education Conference (FIE '09). San Antonio, TX, October 18-21, 2009, M1H-1-M1H-5.	https://drive.google.com/drive/folders/0B4OCe4sqrF3eMTNMOFNlMnV4WEk	Maxim	Workshop	N/A	Game Design, Art	GIMP, Logo	University	unknown	no	pre/post-surveys and observation	Positive	1 day	Unknown		Co-ed		N		
Meerbaum-Salant, O., Armoni, M. and Ben-Ari, M. 2013. Learning computer science concepts with Scratch. Computer Science Education. 23, 3 (Sept 2013), 239-264. 	http://www.tandfonline.com/doi/pdf/10.1080/08993408.2013.832022  	Meerbaum-Salant	Class	N/A	Programming, Art	Scratch 	Middle School	unknown	No	Qualitative by interest, qualitative by understanding, Other (pre/during/post tests, interviews)	Positive 	2 school years	Unknown		Unknown		N		
Craig, M. and Horton, D. 2009. Gr8 designs for Gr8 girls: a middleschool [sic] program and its evaluation. SIGCSE Bull. 41, 1 (March 2009), 221-225.	http://dx.doi.org/10.1145/1508865.1508949	Craig	Workshop	Women	Overview	Scratch, Alice, Wing IDE	University	107	No	Pre- and post-surveys on the day and a post-survey three months later	Positive. 	1 day	Free		Girls only		N		
Lijun Ni, Diane Schilder, Mark Sherman, and Fred Martin. 2016. Computing with a community focus: outcomes from an app inventor summer camp for middle school students. J. Comput. Sci. Coll. 31, 6 (June 2016), 82-89. 	http://dl.acm.org/citation.cfm?id=2904468&CFID=790982544&CFTOKEN=71755941	Lijun	summer camp	N/A	App Dev	App Inventor	unknown	unknown (72)	pair programming	pre & post surveys;  other (structured survey with a smaller sample)	Positive. "Overall, students provided favorable evaluation of the summer camp."	6 hours a day for 5 days M-F	unknown		Co-ed		Y		
Nugent, G., Barker, B., Grandgenett, N., et al. 2009. The use of digital manipulatives in k-12: robotics, GPS/GIS and programming. In 39th IEEE Frontiers in Education Conference (FIE '09). San Antonio, TX, October 18-21, 2009, M2H-1-M2H-6.	https://www.researchgate.net/publication/224088900_The_use_of_digital_manipulatives_in_K-12_Robotics_GPSGIS_and_programming	Nugent	summer camp	N/A	Robotics, Other	LEGO, Other	other (six nebraska locations, both urban and rural)	147 (summer robotics camp), 141 (comparison group)	pair programming	pre/post surveys; qualitative by interest	Positive.	One week, residential	unknown		Co-ed		Y		multiple camps
Ouyang, Y. and Hayden, K. 2010. A technology infused science summer camp to prepare student leaders in 8th grade classrooms. In Proc of the 41st ACM tech symp on Comp Sci Ed. ACM, 229-233.	http://dl.acm.org/citation.cfm?id=1734343&CFID=633766684&CFTOKEN=62076062	Ouyang	summer camp	Women, Ethnic Minorities	Overview, Other	Other	university	24	pair programming	pre & post surveys	Positive.	M-F, 9a-3p	unknown		Co-ed		Y		
[66] Robertson, J. 2013. The influence of a game-making project on male and female learners’ attitudes to computing. Computer Science Education. 23, 1(Apr 2013), 58-83.	judyrobertson.typepad.com/files/learnerattitudegamemakingprojectaccepted.pdf	Robertson	in-class	Women	Game Design	Other	within various middle schools	992	No	pre & post surveys	Positive. (boys vs. girls = different results, negative for girls)		unknown		Co-ed		N		
Robinson, A. and Pérez-Quiñones, M.A. 2014. Underrepresented middle school girls: on the path to computer science through paper prototyping. In Proc of SIGCSE '14. ACM, New York, NY, 97-102.	http://dl.acm.org/citation.cfm?id=2538951	Robinson	workshop	Women, Ethnic Minorities	App Dev	PicoCricket	Other -- Held in four different outreach sites, three Boys and Girls Clubs and one YMCA, all located in the South Hampton Roads area of Virginia	19	Kinesthetic/Unplugged	pre/post-surveys, qualitative by understanding	positive	Each workshop took place approximately one hour a day for five days	Unknown		Girls only		Y		
Rodger, S.H., Hayes, J., Lezin, G., et al. 2009. Engaging middle school teachers and students with alice in a diverse set of subjects. SIGCSE Bull. 41, 1 (March 2009), 271-275. 	http://dl.acm.org/citation.cfm?id=1508967 	Rodger	summer camp	N/A	Art	Alice	A middle/high school 	1st week = 16	No	qualitative by interest; qualitative by understanding	Positive.	two one-week programs	unknown		co-ed		Y		ONLY ONE SECTION IS RELEVEANT
		Rodger		N/A	Art	Alice		2nd week = 19							co-ed				
Sebastian van Delden and Kuo-Pao Yang. 2014. Robotics summer camps as a recruiting tool: a case study. J. Comput. Sci. Coll. 29, 5 (May 2014), 14-22.  	http://dl.acm.org/citation.cfm?id=2600626&CFID=794122984&CFTOKEN=26178192 	Sebastian	camp	N/A	Robotics, Overview, Programming	LEGO, Java	university	37	no	pre & post surveys	Positive. Greater increase in understanding than in interest.	1 week	ballpark "low-cost"		unknown		N		
Courtney Starrett , Marguerite Doman , Chlotia Garrison , Merry Sleigh, Computational Bead Design: A Pilot Summer Camp in Computer Aided Design and 3D Printing for Middle School Girls, Proceedings of the 46th ACM Technical Symposium on Computer Science Education, March 04-07, 2015, Kansas City, Missouri, USA	http://dl.acm.org/citation.cfm?id=2677303&CFID=633766684&CFTOKEN=62076062	Starrett	camp	Women	Art	Python, Rhino, Grasshopper	unknown	17	no	pre & post surveys	Positive.	9am-3pm for 1 week	ballpark "participants paid a fee"		Girls		Y		
Taub, R., Ben-Ari, M., and Armoni, M. 2009. The effect of CS unplugged on middle-school students' views of CS. SIGCSE Bull. 41, 3 (July 2009), 99-103. 	http://dl.acm.org/citation.cfm?id=1562912&CFID=790982544&CFTOKEN=71755941 	Taub	after-school	N/A	Other	Unknown	middle school	13	Kinesthetic, Unplugged	pre survey, post interview	Neutral, Found that Unplugged began to change the kids perception (viewing CS as thinking about how the computer thinks vs. boring) the kids were not sure what computer scientists did (because unplugged does not highlight career paths) 	36 hours (18 out of 20 activities were completed and each activity took about 2 hours. I’m assuming they did about 1 activity a day) 	unknown		Uknown		N		
Timothy Urness and Eric D. Manley. 2013. Generating interest in computer science through middle-school Android summer camps. J. Comput. Sci. Coll. 28, 5 (May 2013), 211-217. 	http://dl.acm.org/citation.cfm?id=2458615&CFID=635030310&CFTOKEN=85779903	Urness	camp	N/A	App Dev	App Inventor	university	12	unplugged	Pre & Post Surveys	Positive	1 week	exact (60)		co-ed		N		
Amber Wagner, Jeff Gray, Jonathan Corley, and David Wolber. 2013. Using app inventor in a K-12 summer camp. In Proceeding of the 44th ACM technical symposium on Computer science education (SIGCSE '13). ACM, New York, NY, USA, 621-626. DOI=http://dx.doi.org/10.1145/2445196.2445377 	http://dl.acm.org/citation.cfm?id=2445377&CFID=624777200&CFTOKEN=20355204	Wagner	camp (2011/12)	N/A	Programming	Java	Unknown	28; 33	No	qualitative by interest	Unknown	week-long camps	Unknown		unknown		N		Three different weeks, two different years for a total of 6 camps
		Wagner	camp (2011/12)	N/A	Robotics	LEGO, Java	Unknown	12; 25		qualitative by interest	Unknown		Unknown		unknown				
		Wagner	camp (2011/12)	N/A	App Dev, Other	Java, App Inventor	Unknown	16; 24		qualitative by interest; qualitative by understanding	Positive		Unknown		unknown				
Webb, H. and Rosson, M.B. 2013. Using scaffolded examples to teach computational thinking concepts. In Proc of the 44th ACM tech symp on Comp sci ed (SIGCSE '13). ACM, New York, 95-100.	http://dl.acm.org/citation.cfm?id=2445227	Webb	camp	N/A	Programming, Art, Game Design	LEGO, Scratch	unknown	14	Unplugged	qualitative by interest	Positive	4 Days	Unknown		All girls		N		
Webb, H.C. and Rosson, M.B. 2011. Exploring careers while learning Alice 3D: a summer camp for middle school girls. In Proc of the 42nd ACM tech symp on Comp sci ed. ACM, 377-382.	http://dl.acm.org/citation.cfm?id=1953275	Webb	camp	Women	Art	Alice	university	46	no	pre & post surveys, qualitative bu interest, qualitative bu understanding	Positive	5 days	unknown		Girls only		N		
Linda Werner, Jill Denner, and Shannon Campe. 2014. Children Programming Games: A Strategy for Measuring Computational Learning. Trans. Comput. Educ. 14, 4, Article 24 (December 2014), 22 pages. DOI=http://dx.doi.org/10.1145/2677091 	http://dx.doi.org/10.1145/2677091	WEner	in-class or after school	N/A	Game Design	Alice	middle school	325	no	qualitative by understanding	Positive	One day afterschool/optional class program	unknown		co-ed		Y		
Winnie W.Y. Lau, Grace Ngai, Stephen C.F. Chan, and Joey C.Y. Cheung. 2009. Learning programming through fashion and design: a pilot summer course in wearable computing for middle school students. SIGCSE Bull. 41, 1 (March 2009), 504-508.	http://dx.doi.org/10.1145/1539024.1509041 	Winnie	camp (they call them a worksops)	Women	Art	C, Arduino 	unknown	25	Unplugged	pre & post survey, qualitative by interest, qualitative by understanding	Positive	5 days, unspecific	unknown		co-ed, but separated by gender		N		
Wolz, U., Stone, M., Pearson, K., et al. 2011. Computational Thinking and Expository Writing in the Middle School. Trans. Comput. Educ. 11, 2, Article 9, 22 pgs.  	http://dl.acm.org/citation.cfm?id=1993073  	Wolz	after-school	Women, Ethnic Minorities	Web Design, Programming	Scratch	middle school	approx. 30	kinesthetic	Post Surveys, qualitative by interest, qualitative by understanding	Positive		unknown		co-ed		Y		two different kinds of outreach that became integrated
	http://dl.acm.org/citation.cfm?id=1993073  	Wolz	camp	Women, Ethnic Minorities	Web Design, Programming	Scratch, Other	middle school	approx. 16	unplugged	Pre & Post Surveys, qualitative bu interest, qualitative bu understanding	Positive		unknown		co-ed		Y