Spotlighting the Dunedin Chapter in the ACM-W-Professional Chapter’s Corner

Written By Asegul Hulus

Welcome, Avid Readers, to your stop at Dunedin Railway Station! ACM-W Professional Chapters’ global journey brings you to the picturesque Dunedin, New Zealand, where we’ll highlight a chapter demonstrating the power of community, commitment, and innovative outreach to advance women in computing.

Thoughtful leadership, cultural inclusivity, and engaging programs within the Dunedin ACM-W Chapter have demonstrably improved computing education. The chapter’s leadership team is led by Veronica Liesaputra as Chair, with Claudia Ott serving as Vice Chair. Caitlin Owen manages the chapter’s social media presence, while Zhiyi Huang, Jacob, Karen Gray, and Nigel Stanger contribute as committee members.

The team is pictured below: The Dunedin ACM-W Chapter leadership team (left to right) – Zhiyi Huang, Caitlin Owen, Veronica Liesaputra (front), Jacob (back), Claudia Ott, and Karen Gray. Nigel Stanger was absent from the original photograph but has been added in, positioned at the back between Zhiyi and Caitlin.

Chapter Origins and Evolution

In our very lively interview, Veronica, the Dunedin chapter’s chair, explained that they initially didn’t set out to create an ACM-W chapter but rather an outreach program to engage all students, not just girls. It was Yaman, who is now at the University of New South Wales, who suggested formalizing it into an ACM-W chapter to benefit from ACM-W support. The suggestion resulted in a change that enabled the creation of activities specifically for girls, supported by the valuable assistance of ACM-W. “Because ACM-W have like scholarships and stuff like that that we can provide to the students when they need it. That’s our thing of why we’re reading the chapters and keep going for it,” Veronica explains.

The Dunedin chapter, now in its second year and with the full support of the University of Otago’s School of Computing, is a significant presence within the computing community. Their unique structure, aligned with the university’s School of Computing’s External Engagement Committee, amplifies their influence and reach. The Dunedin chapter’s strength comes from its seven unique leaders, as detailed below.

Spotlight: Meet the Dunedin ACM-W Chapter Leadership Team

Since 1989, Dr. Nigel Stanger has been a computing educator at the University of Otago, specializing in databases, data management, and software development. Reflecting on gender representation in computing, he notes, “Originally, all the programmers were women because it was considered to be clerical work. And then that shifted in the 60s. It’s always been quite frustrating because invariably the female students are among our top students—and have been for a long time.” His extensive experience—over three decades—is crucial for understanding the chapter’s historical context.

Since joining Otago in 1998, Professor Zhiyi Huang has been a dedicated advocate for increasing female participation in computing. He established a coding club which, over time, drew in dozens of girls. His inspiring 2009 encounter with Turing Award winner Barbara Liskov at the Massachusetts Institute of Technology continues to shape his mentorship and served as a pivotal moment that inspired his daughter Ruth’s pursuit of computer science.

**A photo of Zhiyi and his family with Barbara Liskov.**

Dr. Caitlin Owen, a postdoctoral fellow working on data science for aquaculture, specializes in explainable artificial intelligence (AI), evolutionary computation, and error decomposition. With all her degrees from Otago , she offers the chapter unique insight from a student’s perspective. In her role as social media lead, she develops engaging content for current and prospective computer science students.

After a career as a freelance software developer in Germany, Dr. Claudia Ott transitioned to academia in 2011, earning a PhD in Computer Science Education. Her background in industry and vision systems engineering gives her unique insight into the challenges of digital education in New Zealand. The Dunedin chapter’s outreach programs are guided by her insights into the differences between private and underprivileged schools.

Dr. Veronica Liesaputra’s research interests as a Senior Lecturer in human-oriented AI include natural language processing (NLP), computer vision, machine learning, and human-computer interaction. She spearheads outreach programs to draw more girls into computing, works with student groups and high schools, and sets up regular monthly meetings for the Dunedin chapter.

A dedicated instructor with over 20 years of experience, Karen Gray creates a supportive and inclusive atmosphere in her introductory programming labs. The Dunedin chapter’s student-centered approach is largely due to her focus on knowing students by name, encouraging participation, and building confidence.

Dr. Jacob Young’s research centers on the applications of virtual and augmented reality (VR/AR) in communication, education, and tourism. His time at the Science Academy showed how enthusiastic girls are about technology, further emphasizing the Dunedin chapter’s commitment to diversity and inclusion. They’ve gained a significant advantage through his VR/AR specialization.

This seven-member team exemplifies operational excellence in leading the Dunedin chapter’s mission to support, celebrate, and advocate for women in computing.

Operational Excellence and Event Planning

Dunedin’s chapter boasts robust operational systems, ensuring its initiatives thrive. Their planning is built upon monthly meetings, yet their methods extend well beyond these regular sessions. Monthly meetings facilitate updates and event planning, but a rapid response system is also in place; urgent matters are addressed immediately via email to leadership, prompting an immediate meeting.

Their event planning excels in meeting student needs, demonstrated by their innovative teaching and outreach, as detailed below.

Innovative Teaching and Outreach Approaches

Dunedin’s educational and outreach programs demonstrate a keen understanding of, and remarkable adaptability to, local needs. A key innovation has been their responsiveness to the specific scheduling needs of New Zealand schools. “We learnt that the teachers face unique challenges where they would only have the Year 9 students for a maximum of 4 months in the beginning of the year, and Year 10 students for a maximum of 4 months in the middle of the year,” explains Veronica. They’ve created separate workshops for each grade level in response.

Their Python coding sessions are a prime example of their practical teaching methods. These sessions offer individualized instruction from several teachers. Students get comprehensive help with programming concepts through this collaborative teaching style. The level of student engagement and the interactive teaching methods are documented within the photographs and description below.

This year’s New Zealand (NZ) Programming Competition for Year 10 girls (PC4G) is another major success as presented below.

Dunedin’s student engagement goes far beyond basic coding classes. Student interest in cybersecurity led to a series of talks organized with their student association, CompGirls, featuring professionals such as Lisa Patterson who offered technical expertise and advice on work-life balance. The events frequently conclude with pizza and offer informal networking and community-building opportunities, as pictured and described below. “We listen to students about what interests them and what they would like to learn from events. And then we use our meeting to plan an event around student suggestions,” explains the team.

The Dunedin chapter has also taken a creative approach to engaging digital technology teachers. They state that: “As a chapter, we are still learning on how to get more Digital Technology’s teachers to be more engaged with us so that we can offer our support to them and their students. What we did last year to tackle this challenge is that we contacted them often. We ran workshops for all the schools here in Dunedin. We also talked to each school and told them that we could run workshops specifically for their schools.” The Dunedin chapter’s support of educational systems is further explored in the next section.
Addressing Educational Disparities: Support Systems and Student Success

Jacob’s experience highlights the disparities in rural education. During his entire year as a high school support assistant, the only task assigned to him was creating a spreadsheet—a job he completed in just one day. This left the teachers he was meant to support struggling to find more meaningful and challenging work for him. Claudia, likewise, has noted stark contrasts between private and public schools. A common trend in private schools is parental influence pushing children from pursuing computer science.

Dunedin’s chapter has made a significant impact on individuals and institutions alike. Through their partnership with Bayfield High School, they’ve successfully integrated programming and AI into the curriculum. University visits for high schoolers, showcasing postgraduate computing research, inspire students to pursue computing as a profession. The programming competitions and workshops proved highly engaging, especially for the girls at the Science Academy, who enthusiastically collaborated and shared their projects. He highlights the need to inspire more students with this same excitement.

Nigel points out the significant fact that, over the last 15 to 20 years, women have consistently excelled in computing courses. Recognizing diverse student needs, Veronica notes that some students need a confidence boost, while others need more challenging work to stay interested.

Zhiyi’s Advanced Coding Club provides weekly, hands-on programming practice for a select group of students of varying skill levels. This club helps highly skilled individuals hone their abilities and advance their knowledge.

Dunedin chapter members find inspiration in a wide array of role models, including family, teachers, and computing pioneers. These diverse perspectives contribute to their support of women pursuing careers in computing, as explored in the next section.

Role Models and Inspirations

Caitlin draws inspiration from Professor Sue Black of Durham University, founder of BCSWomen (British Computer Society Women), the United Kingdom’s pioneering online network for women in tech, established in 1998. As mentioned earlier, Sue’s message about technology representation resonates strongly with the chapter’s mission: “At the moment, most technologies are created by men and, you know, the users of technology aren’t all men.” Her remarkable success in computer science, achieved despite a difficult upbringing and single motherhood, embodies the resilience the Dunedin chapter aims to foster in its students.

Veronica admires her mother, a civil engineer, who overcame challenges as the sole woman in her class, teaching her perseverance. “She encouraged me to be brave and not be afraid of being the only female in the class, as she was like that as well and she proves that she can be as successful as the other male students.”

Karen’s inspiration comes from Sandy Garner, Otago’s Senior Teaching Fellow when Karen began her studies there. Sandy’s influence lives on in the supportive educational culture she established, where “students are welcomed, known by name, encouraged, supported and challenged.” This approach remains influential in how the Dunedin chapter interacts with its students.

Claudia’s interest in computing was sparked and encouraged by her father, who saw her potential in the field. “My dad inspired me to take up an apprenticeship in a data centre. I guess he knew that I would enjoy learning about computer programming, and I did!” Her background illustrates the impact of early support on career development.

Zhiyi’s earlier-mentioned meeting with Barbara Liskov at the MIT Museum is a touching example of how even famous pioneers can show humility and wisdom. Liskov’s wisdom and kindness, evident in a memorable photo with Zhiyi’s family, continue to shape his mentorship and teaching style.

Nigel’s admiration for computing pioneers such as Ada Lovelace and Grace Hopper shapes his view of women’s vital contributions to the field’s history. The Dunedin chapter’s mission to increase women’s involvement in computing is better understood in light of his observation regarding women’s pioneering role in programming.

Jacob attributes his career in computing to his science teacher, Darrell Sutton. “I wouldn’t have considered a career in computer science without the insistence of my science teacher, Darrell Sutton, who talked me out of studying accounting and suggested I turn my tendency to play video games in class into a career.” This experience solidified his belief in the power of supportive mentorship.

The influence of these role models continues, as seen in Zhiyi’s daughter, Ruth, a math and computer science teacher at Queen’s Girls High School who aims to involve her students with the chapter. These cross-generational relationships illustrate how inspiration and mentorship drive lasting change in the computing field. Looking ahead, as discussed in the next section, their impact continues to shape the future of the Dunedin chapter.

Looking Ahead: Future Vision and Expanding Impact

The Dunedin chapter’s vision is both ambitious and well-structured, building on past successes while addressing immediate needs and driving long-term systemic change. They are expanding their NZ-wide Programming Competitions for Girls (PC4G), transforming local initiatives into a national platform where young women can showcase their coding skills. To enhance school engagement, they are exploring flexible formats—such as monthly after-school activities—to accommodate academic commitments.

Veronica emphasizes their goal of increasing school participation over time, balancing targeted local action with broader systemic impact. The Dunedin chapter welcomes everyone who supports women in computing, offering diverse opportunities for engagement regardless of background or expertise. They are also eager to collaborate with other ACM-W chapters through the ACM-W Chapters Buddy Program, as highlighted in their call to action below.

Call to Action

The Dunedin chapter exemplifies how advancing women in computing requires both strategic efforts and personal connections. From organizing workshops to providing mentorship, every initiative contributes to a more inclusive community.

Their monthly meetings welcome new participants, and they are always eager to collaborate with those who share their vision. Whether you can offer time, expertise, or support, the Dunedin chapter invites you to be part of their mission to empower women in computing.

This chapter and ACM-W specifically urge individuals facing silent struggles to seek support —you do not have to face these challenges by yourself. Achieving this is possible through:

Connecting with chapter leaders to join the activities they are organizing.
Building your own ACM-W Professional Chapter; Ace is available to support you in the process.
Sharing with us your own stories and experiences.
Finding ways to collaborate with ACM-W, for example, through our Professional Chapters Committee (where Ace is involved).

Everyone can be a source of encouragement and agent of change in their computing community!

To wrap up the tour, please accept this souvenir—an infographic summarizing key highlights, along with contact details for the Dunedin Chapter leaders, ACM-W Dunedin social media pages, and my own contact information.