More Like this

1. Computational Classrooms: A Research-Based Approach to Designing a Computer Science Course for Elementary and Middle School Teachers

   Rivera, J; Radoff, J (March 2025, National Association for Research in Science Teaching)

   To address the complex threats to Earth's life-sustaining systems, students need to learn core concepts and practices from various disciplines, including mathematics, civics, science, and, increasingly, computer science (NRC, 2012; United Nations, 2021). Schools must therefore equip students to navigate and integrate these disciplines to tackle real-world problems. Over the past two decades, STEM educators have advocated for an interdisciplinary approach, challenging traditional barriers between subjects and emphasizing contextualized real-world issues (Hoachlander & Yanofsky, 2011; Vasquez et al., 2013; Ortiz-Revilla et al., 2020; Honey et al., 2014; Takeuchi et al., 2020). Despite extensive evidence supporting integrated approaches to STEM education, subject boundaries remain, with disciplines often taught separately and computer science and computational thinking (CS & CT) not consistently included in elementary and middle school curricula. In today's digital age, CS and CT are crucial for a well-rounded education and for addressing sustainability challenges (ESSA, 2015; NGSS Lead States, 2013; NRC, 2012). While there's consensus on the importance of introducing computational concepts and practices to elementary and middle school students, integrating them into existing curricula poses significant challenges, including how to effectively support teachers to deliver inquiry instruction confidently and competently (Ryoo, 2019). Existing frameworks and tools for teaching CS and CT often focus on maintaining fidelity to canonical concepts and formalized taxonomies rather than on practical applications (Grover & Pea, 2013; Kafai et al., 2020; Wilkerson et al., 2020). This focus can lead teachers to learn terminology without fully understanding its relevance or application in different contexts. In response, some researchers suggest using a learning sciences perspective to consider “how the complexity of everyday spaces of learning shapes what counts, and what should be counted, as ‘computational thinking’” (Wilkerson et al., 2020, p. 265). These scholars emphasize the importance of drawing on learners’ everyday experiences and problems to make computational practices more meaningful and contextually relevant for both teachers and their students. Thus, this paper aims to address the following question: How can we design learning experiences for in-service teachers that support (1) their authentic engagement with computational concepts, practices, and tools and (2) more effective integration within classroom contexts? In the limited space of this proposal, we primarily address part 1. 

   more » « less
2. THE BELIEFS AND PRACTICES OF GRADUATE STUDENT TUTORS ENGAGED IN ONLINE TUTORING DURING THE PANDEMIC

   Mule’, T; Houston, S.; Piontek, J.; Webb, J.; Harrell-Williams, L. (November 2022, Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J. N.; Strayer, J.; & Drown, S. (Ed.)

   Many higher education institutions in the United States provide mathematics tutoring services for undergraduate students. These informal learning experiences generally result in increased final course grades (Byerly & Rickard, 2018; Rickard & Mills, 2018; Xu et al., 2014) and improved student attitudes toward mathematics (Bressoud et al., 2015). In recent years, research has explored the beliefs and practices of undergraduate and, sometimes graduate, peer tutors, both prior to (Bjorkman, 2018; Johns, 2019; Pilgrim et al., 2020) and during the COVID19 pandemic (Gyampoh et al., 2020; Mullen et al., 2021; Van Maaren et al., 2021). Additionally, Burks and James (2019) proposed a framework for Mathematical Knowledge for Tutoring Undergraduate Mathematics adapted from Ball et al. (2008) Mathematical Knowledge for Teaching, highlighting the distinction between tutor and teacher. The current study builds on this body of work on tutors’ beliefs by focusing on mathematical sciences graduate teaching assistants (GTAs) who tutored in an online setting during the 2020-2021 academic year due to the COVID-19 pandemic. Specifically, this study addresses the following research question: What were the mathematical teaching beliefs and practices of graduate student tutors participating in online tutoring sessions through the mathematics learning center (MLC) during the COVID-19 pandemic? 

   more » « less
3. Locus of control orientation and Pearlin Mastery scores for undergraduates attending Hispanic-Serving Institutions

   Dorsett, C. (January 2022, Studies on Social and Education Sciences 2021)

   Hartono, R.; and Ozturk, O. T. (Ed.)

   In the US, it is a well-known and recognized fact that students from underrepresented groups have suffered longstanding inequities in educational settings. This includes entrance into and success within the higher education system (Adwere-Boamah, 2015; National Science Board, 2020; Whittaker & Montgomery, 2012). The enormous growth in the Hispanic population of the United States and the growth of the Hispanic population in the higher education system has made the imbalance more evident (Gramlich, 2017; National Center for Education Statistics, 2020). Despite being the largest minority group in the country (US Census Bureau, 2021) and in higher education (Postsecondary National Policy Institute, 2021), persistence in college and degree completion rates paralleling that of persons who identify with a White, European background has not evolved (Chun et al., 2016; Gramlich, 2017). These disparities emphasize the need to understand the characteristics of Hispanic/Latinx students in order to better serve their needs in general and in all spheres of education. As a result, an increasing number of studies are focusing on the background, experiences, and perspectives of Hispanic/Latinx individuals and students in a variety of settings and contexts (Champagne et al., 2016; Flores & Park, 2015: Ramos et al., 2021; Rodriguez Amaya et al., 2018; Zhan & Xiang, 2018). 

   more » « less
4. Exploring the impact of “onlyness” among Black women doctoral students in computer science and engineering.

   https://doi.org/10.1037/dhe0000583  

   Joshi, Aishwarya P; Shavers, Marjorie C; Spencer, Breauna M; Artis, Sharnnia; LeSure, Stacie (May 2024, Journal of Diversity in Higher Education)

   Given the continuous underrepresentation of Black women in science, technology, engineering and mathematics (STEM) fields (Artis et al., 2018; Spencer et al., 2022), this study delves into the nuanced experiences of Black women doctoral candidates in computer science and engineering. Central to this exploration is the multifaceted mental health impact of “onlyness”—a term developed through this research to encapsulate the unique challenges these women face due to their significant underrepresentation. Employing grounded theory (Corbin & Strauss, 2015), interviews with 32 Black women doctoral students revealed not just the challenges of being the only ones in their respective programs but also how these experiences initiate a complex cycle of isolation, self-doubt, impostor syndrome, and substantial emotional and mental distress. This article aims to highlight the critical need for higher education administrators and faculty advisors to adopt intersectional and systemic approaches to support Black women in STEM (Collins & Bilge, 2020; Joshi et al., 2021). Furthermore, it offers insights into the resilience strategies and coping mechanisms these women employ to navigate their doctoral journeys, thereby contributing to discussions on enhancing their retention in STEM graduate programs. 

   more » « less
5. Proposing Accessible Line Standards for Tactile Drafting Accessibility for Blind and Low-Vision Students

   Goodridge, Wade H; Shaheen, Natalie L; Bartholomew, Scott R; Cunningham, Anne (April 2023, Technology and engineering teacher)

   This article presents tactile drafting techniques developed in collaboration with blind educators and students that have the potential to increase BLV students’ access to drafting and engineering graphic curriculum in K-12 and higher education. This work builds on previous work funded by the National Science Foundation (Goodridge et al., 2019; Ashby et al., 2018; Lopez et al., 2020; Goodridge et al., 2021a; Goodridge et al., 2021b) and it is the authors’ hope that some of the practices included herein will allow BLV youth to further develop technological and engineering literacy in related technology and engineering graphics courses. 

   more » « less