Broadening participation by teaching accessibility

This study aimed to amplify Black women faculty’s recommendations for broadening participation of the next generation of Black girls and women as they matriculate from primary school into advanced graduate degrees (P-20) in computing education (CE). As tenure-track faculty, these transformative women have attained the highest degree (i.e., Ph.D.) in postsecondary CE in the United States (US). To govern the knowledge validation process, I utilized Afrocentric feminist epistemology undergirded by critical race theory and Black feminist thought. Upon conducting thematic analysis, I identified four emergent themes to broaden participation of Black girls and women in computing: 1) improve access, quality, and early exposure to CE, 2) create equitable and equal spaces for Black girls and women, 3) confront unconscious biases of teachers and faculty, and 4) provide mentoring opportunities. As an emerging Black woman scholar, with a bachelor’s degree in computer science and 15 years of industry experience, I had a “unique angle of vision” to interpret and inform this study’s findings. This study builds upon limited knowledge about interventions needed to support Black girls and women in US P-20 computing education.

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Survey and Analysis of Computing Education at Japanese Universities: Non-IT Departments and Courses

OLYMPIADS IN INFORMATICS ◽

10.15388/ioi.2019.05 ◽

2019 ◽

Vol 13 ◽

pp. 57-79

Author(s):

Tetsuro KAKESHITA ◽

Mika OHTSUKI

Keyword(s):

Educational Achievement ◽

Academic Discipline ◽

Teaching Staff ◽

Computing Environment ◽

Computing Education ◽

Major Subject ◽

Curriculum Guidelines ◽

Essential Input ◽

Organization Quality ◽

It Departments

We conducted the first national survey of computing education at Japanese universities in 2016. In this paper, we report the survey result of the computing education at non-IT departments and faculties whose major subject is not computing. The survey covers various aspects of computing education including program organization, quality and quantity of educational achievement, students, teaching staff and computing environment. We collected 994 answers through the survey. At least 87,000 non-ICT students are taking computing education in Japan. Although computing education is carried out at every major academic discipline, teaching effort greatly differs depending on the academic discipline. We also find shortage of teaching staff for computing education. The analysis result will be an essential input to develop reasonable curriculum guidelines and accreditation criteria to improve computing education at non-IT departments.

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ROLE OF COMMUNITY COLLEGES: BROADENING PARTICIPATION AMONG WOMEN AND MINORITIES IN STEM

Journal of Women and Minorities in Science and Engineering ◽

10.1615/jwomenminorscieneng.v16.i1.10 ◽

2010 ◽

Vol 16 (1) ◽

pp. 1-5 ◽

Cited By ~ 9

Author(s):

Soko S. Starobin ◽

Frankie Santos Laanan ◽

Carol J. Burger

Keyword(s):

Community Colleges ◽

Broadening Participation ◽

Minorities In Stem

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The Use of Schoology as Learning Management System in the College of Computing Education: A Response Assessment using Data Mining Techniques

International Journal of Advanced Trends in Computer Science and Engineering ◽

10.30534/ijatcse/2020/169932020 ◽

2020 ◽

Vol 9 (3) ◽

pp. 3619-3623

Author(s):

Allemar Jhone P

Keyword(s):

Data Mining ◽

Management System ◽

Learning Management System ◽

Response Assessment ◽

Computing Education ◽

Data Mining Techniques ◽

Learning Management ◽

Using Data

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Teaching Computing in a Multidisciplinary Way in Social Studies Classes in School â€“ A Case Study

International Journal of Computer Science Education in Schools ◽

10.21585/ijcses.v1i2.9 ◽

2017 ◽

Vol 1 (2) ◽

pp. 3 ◽

Cited By ~ 4

Author(s):

Christiane Gresse Von Wangenheim ◽

Nathalia Cruz Alves ◽

Pedro Eurico Rodrigues ◽

Jean Carlo Hauck

Keyword(s):

Instructional Design ◽

Social Studies ◽

21St Century ◽

Multidisciplinary Approach ◽

Design Approach ◽

Instructional Unit ◽

Computing Education ◽

Interest And Motivation

In order to be well-educated citizens in the 21st century, children need to learn computing in school. However, implementing computing education in schools faces several practical problems, such as lack of computing teachers and time in an already overloaded curriculum. A solution can be a multidisciplinary approach, integrating computing education within other subjects in the curriculum. The present study proposes an instructional unit for computing education in social studies classes, with students learning basic computing concepts by programming history related games using Scratch. The instructional unit is developed following an instructional design approach and is applied and evaluated through a case study in four classes (5th and 7th grade) with a total of 105 students at a school in (omitted for submission). Results provide a first indication that the instructional unit enables the learning of basic computing concepts (specifically programming) in an efficient, effective and entertaining way increasing also the interest and motivation of students to learn computing.

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