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1. X+CS: A Computing Pathway for Non-Computer Science Majors

   Mitchell, S ; Cole, K ; Joshi, A ( March 2020 , ASEE Mid Atlantic Section Spring Conference, 2020)

   With computing impacting most every professional field, it has become essential to provide pathways for students other than those majoring in computer science to acquire computing knowledge and skills. Virtually all employers and graduate and professional schools seek these skills in their employees or students, regardless of discipline. Academia currently leans towards approaches such as double majors or combined majors between computer science and other non-CS disciplines, commonly referred to as “CS+X” programs. These programs tend to require rigorous courses gleaned from the institutions’ courses for computer science majors. Thus, they may not meet the needs of majors in disciplines such as the social and biological sciences, humanities, and others. The University of Maryland, Baltimore County (UMBC) is taking an approach more suitably termed “X+CS” to fulfill the computing needs of non-CS majors. As part of a National Science Foundation (NSF) grant, we are developing a “computing” minor specifically to meet their needs. To date, we have piloted the first two of the minor’s approximately six courses. The first is a variation on the existing Computer Science I course required for majors but restricted to nonmajors. Both versions of the course use the Python language and cover the same programmingmore »content, but with the non-majors assigned projects with relevance to non-CS disciplines. We use the same student assessment measures of homework, projects, and examinations for both courses. After four semesters, results show that non-CS majors perform comparably to majors. Students also express increased interest in computing and satisfaction with being part of a non- CS major cohort. The second course was piloted in fall 2019. It is a new course intended to enhance and hone programming skills and introduce topics such as web scraping, HTML and CSS, web application development, data formats, and database use. Students again express increased interest in computing and were already beginning to apply the computing skills that they were learning to their non-CS courses. As a welcome side effect, we experienced a significant increase in the number of women and under-represented minorities (URMs) in these two courses when compared with CS-major specific courses. Overall, women comprised 52% of the population, with URMs following a similar upward trend. We are currently developing the third course in the computing minor and exploring options for the remaining three. Possibilities include electives from our Information Systems major. We will also be working with our science, social science, and humanities departments to utilize existing courses in those disciplines that apply computing. The student response that we have received thus far provides us with evidence that our computing minor will be popular among UMBC’s non-CS population, providing them with a more suitable and positive computing education than existing CS+X efforts.« less
2. Evaluating a Scalable Program for Undergraduate CS Research

   https://doi.org/10.1145/3291279.3339406  

   Alvarado, Christine ; Villazon, Sergio ; Tamer, Burcin ( January 2019 , Proceedings of the 2019 ACM Conference on International Computing Education Research)

   Undergraduate research experiences have been shown to have many positive effects on undergraduates including increased confidence, sense of belonging and retention. However, many previous studies of undergraduate research experiences have focused on advanced undergraduate (juniors and seniors) in one-on-one research experiences with a faculty mentor. Less is known about the effects of early undergraduate research, particularly via opportunities that scale beyond one-on-one faculty-student relationships to encompass large numbers of early undergraduates. The research question addressed in this work is whether a more scalable group-based research model aimed at early undergraduates from groups underrepresented in computing would show the same kinds of benefits for participants as more personalized one-on-one programs aimed at more advanced students. We evaluated a group-based early research program in the computer science department of a large public university. Through survey data and direct measurements of performance and retention several years after students had completed the program, we found that students who participated in this program have higher overall GPAs, more confidence, and more interest in research compared to several different control groups. Our design also allowed us to examine the considerable impact that selection bias can have on the evaluation of research programs. This work both validatesmore »the scalable structure of this research program and provides a richer perspective on the benefits of early undergraduate research in CS.« less
3. Online Professional Development for Computer Science Teachers: Gender-Inclusive Instructional Design Strategies

   Goode, Joanna ; Peterson, Kirsten ; Chapman, Gail ( October 2019 , International journal of gender science and technology)

   Computer science (CS) education is plagued by a gender divide, with few girls and women participating in this high-status discipline. A proven strategy to broaden participation for girls and other underrepresented students interested in CS is the availability of teacher preparation that requires classroom teachers to grow their knowledge of CS content as well as the pedagogical practices that enhance inclusive learning opportunities for historically underrepresented students. This case study describes the design and impact of an Online Professional Development (PD) for CS teachers, a year-long PD program aimed at broadening participation in the United States. Using survey and observation data from more than 200 participants over three years in PD settings, this paper examines how the design of an online learning community model of PD provides an inclusive venue for teachers to examine their belief systems, develop inclusive pedagogical practices, and collectively transform the culture of CS classrooms to places that support all learners. Findings suggest that purposeful facilitation creates a transformative culture of “shared experience” whereby facilitators and groups of teachers engage in collaborative lesson planning and debriefing discussions, in both synchronous and asynchronous sessions. This case study can inform other online PD efforts aimed at broadening participationmore »in computing.« less
4. Developing Empathy and Persistence through Professional Development in New to CSA Teachers

   https://doi.org/10.1145/3446871.3469793  

   Broneak, Cassandra ; Rosato, Jennifer ( August 2021 , ICER 2021: Proceedings of the 17th ACM Conference on International Computing Education Research)

   To meet the rising demand for computer science (CS) courses, K-12 educators need to be prepared to teach introductory concepts and skills in courses such as Computer Science Principles (CSP), which takes a breadth-first approach to CS and includes topics beyond programming such as data, impacts of computing, and networks. Educators are now also being asked to teach more advanced concepts in courses such as the College Board's Advanced Placement Computer Science A (CSA) course, which focuses on advanced programming using Java and includes topics such as objects, inheritance, arrays, and recursion. Traditional CSA curricula have not used content or pedagogy designed to engage a broad range of learners and support their success. Unlike CSP, which is attracting more underrepresented students to computing as it was designed, CSA continues to enroll mostly male, white, and Asian students [College Board 2019, Ericson 2020, Sax 2020]. In order to expand CS education opportunities, it is crucial that students have an engaging experience in CSA similar to CSP. Well-designed differentiated professional development (PD) that focuses on content and pedagogy is necessary to meet individual teacher needs, to successfully build teacher skills and confidence to teach CSA, and to improve engagement with students [Darling-Hammondmore »2017]. It is critical that as more CS opportunities and courses are developed, teachers remain engaged with their own learning in order to build their content knowledge and refine their teaching practice [CSTA 2020]. CSAwesome, developed and piloted in 2019, offers a College Board endorsed AP CSA curriculum and PD focused on supporting the transition of teachers and students from CSP to CSA. This poster presents preliminary findings aimed at exploring the supports and challenges new-to-CSA high school level educators face when transitioning from teaching an introductory, breadth-first course such as CSP to teaching the more challenging, programming-focused CSA course. Five teachers who completed the online CSAwesome summer 2020 PD completed interviews in spring 2021. The project employed an inductive coding scheme to analyze interview transcriptions and qualitative notes from teachers about their experiences learning, teaching, and implementing CSP and CSA curricula. Initial findings suggest that teachers’ experience in the CSAwesome PD may improve their confidence in teaching CSA, ability to effectively use inclusive teaching practices, ability to empathize with their students, problem-solving skills, and motivation to persist when faced with challenges and difficulties. Teachers noted how the CSAwesome PD provided them with a student perspective and increased feelings of empathy. Participants spoke about the implications of the COVID-19 pandemic on their own learning, student learning, and teaching style. Teachers enter the PD with many different backgrounds, CS experience levels, and strengths, however, new-to-CSA teachers require further PD on content and pedagogy to transition between CSP and CSA. Initial results suggest that the CSAwesome PD may have an impact on long-term teacher development as new-to-CSA teachers who participated indicated a positive impact on their teaching practices, ideologies, and pedagogies.« less
5. Practitioner Perspectives on COVID-19’s Impact on Computer Science Education Among High Schools Serving Students from Lower and Higher Income Families

   https://doi.org/10.1145/3557047  

   McGill, Monica M. ; Snow, Eric ; Vaval, Luronne ; DeLyser, Leigh Ann ; Wortel-London, Stephanie ; Thompson, Angelica ( January 2022 , ACM Transactions on Computing Education)

   Research Problem. Computer science (CS) education researchers conducting studies that target high school students have likely seen their studies impacted by COVID-19. Interpreting research findings impacted by COVID-19 presents unique challenges that will require a deeper understanding as to how the pandemic has affected underserved and underrepresented students studying or unable to study computing. Research Question. Our research question for this study was: In what ways has the high school computer science educational ecosystem for students been impacted by COVID-19, particularly when comparing schools based on relative socioeconomic status of a majority of students? Methodology. We used an exploratory sequential mixed methods study to understand the types of impacts high school CS educators have seen in their practice over the past year using the CAPE theoretical dissaggregation framework to measure schools’ Capacity to offer CS, student Access to CS education, student Participation in CS, and Experiences of students taking CS. Data Collection Procedure. We developed an instrument to collect qualitative data from open-ended questions, then collected data from CS high school educators (n = 21) and coded them across CAPE. We used the codes to create a quantitative instrument. We collected data from a wider set of CS high schoolmore »educators ( n = 185), analyzed the data, and considered how these findings shape research conducted over the last year. Findings. Overall, practitioner perspectives revealed that capacity for CS Funding, Policy & Curriculum in both types of schools grew during the pandemic, while the capacity to offer physical and human resources decreased. While access to extracurricular activities decreased, there was still a significant increase in the number of CS courses offered. Fewer girls took CS courses and attendance decreased. Student learning and engagement in CS courses were significantly impacted, while other noncognitive factors like interest in CS and relevance of technology saw increases. Practitioner perspectives also indicated that schools serving students from lower-income families had 1) a greater decrease in the number of students who received information about CS/CTE pathways; 2) a greater decrease in the number of girls enrolled in CS classes; 3) a greater decrease in the number of students receiving college credit for dual-credit CS courses; 4) a greater decrease in student attendance; and 5) a greater decrease in the number of students interested in taking additional CS courses. On the flip-side, schools serving students from higher income families had significantly higher increases in the number of students interested in taking additional CS courses.« less