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Design, Implementation, and Reflections on the Teaching of Computer Programming Modules to Underrepresented Students
PROCEEDING

, Univeristy of Pittsburgh, United States ; , Penn State Univeristy, United States ; , University of California, San Diego, United States ; , Macalester College, United States ; , Univeristy of Colorado, Boulder, United States ; , Queens College City University of New York, United States

Society for Information Technology & Teacher Education International Conference, in Online ISBN 978-1-939797-48-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This paper discusses the misalignment between US doctoral curriculum and the teaching-focused jobs many PhD recipients take, particularly when it comes to education training. This lack of professional development for college/university educators may enforce barriers underrepresented students experience in the classroom and exacerbate underrepresentation in STEM fields. Within this context, this paper presents the design and assessment of a doctoral fellowship program designed to provide culturally-relevant professional training and development for future educators. As part of this fellowship, PhD students worked with faculty mentors to set goals and design, implement, and evaluate a programming module as part of an undergraduate research program (i3). These modules were evaluated using three data points, including a pre and post survey completed by participants and guided teaching reflections collected from the PhD student instructors (PhD Fellows). Results highlight the importance of personal interactions between students and instructors as well as the value of informal learning environments and a teacher residency model.

Citation

Booth, K., Pena, J., Eikey, E., Quigley, A., Pinter, A. & Sanchez, J. (2020). Design, Implementation, and Reflections on the Teaching of Computer Programming Modules to Underrepresented Students. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2036-2041). Online: Association for the Advancement of Computing in Education (AACE). Retrieved October 27, 2020 from .