Diversity-focused Online Professional Development for Community College Computing Faculty

Chang, Yunjeong; Cintron, Leslie G.; Cohoon, J. McGrath; Tychonievich, Luther

doi:10.1145/3159450.3159505

Cited by 7 publications

(3 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A majority of the experiences reported here were achieved through the Tapestry and Lighthouse CC workshop series, about which several other papers have been written. Those previous papers describe workshop organization [7] and explore the impact of the workshops and speci c workshop components [5,6]. By contrast, this paper explores many aspects of presentation execution and organization which our team has not attempted to validated via controlled research but which we believe have su cient consistency to be worth sharing.…”

Section: Related Workmentioning

confidence: 99%

“…Other papers have described diversity interventions, either by itself or integrated with other trainings, including online courses [5,18], in-person training [7,20], and multi-modal interventions [8,16,24]. Each of them discusses some mix of intervention content and evidence of e ectiveness.…”

Section: Related Workmentioning

confidence: 99%

“…The participants worked in institutions spanning the educational gamut, from elementary school through college. Many of the workshops have included various forms of follow-up to measure impact, some of which have been reported elsewhere [5][6][7]. The discussion here is not about these workshops per se, but rather an experiential report of what we have learned about changing the mindset and behavior of workshop participants.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Lessons Learned from Providing Hundreds of Hours of Diversity Training

Tychonievich

Cohoon

2020

Proceedings of the 51st ACM Technical Symposium on Computer Science Education

Self Cite

View full text Add to dashboard Cite

The past thirty years have seen many advances in our understanding of issues that impede diversity, as well as interventions that can remove or mitigate those impediments. The advances are generally presented in psychology journals and are under-consumed by computing educators, leading to the need for diversity training tailored to said educators. We have hundreds of hours of experience providing diversity training to computing educators, and have learned many lessons about how training should and should not be delivered to engage participants in understanding diversity-impeding forces and implementing interventions to improve the attraction and retention of diverse students. This paper is a collection of those lessons learned. We focus on concrete approaches to presenting material rather than on training organization or content, including a dozen speci c practices that have proven particularly e ective or ine ective in reaching diverse audiences. Examples include how how to avoid o ending participants, how to help experts not lose their audience, how to pace and organize material for maximum impact, how we tie many topics into a single cognitive framework, and how we've learned to handle participant-raised objections. We also include commentary as to why we believe they did or did not work. We also describe possible future research to validate and expand on our observations and a few open questions for diversity training. CCS CONCEPTS • Social and professional topics → User characteristics; Computing education programs; • Applied computing → Education.

show abstract

Section: Related Workmentioning

confidence: 99%