Engaging Black Female Students in a Year-Long Preparatory Experience for AP CS Principles

Escobar, Martha; Gray, Jeff; Haynie, Kathleen; Qazi, Mohammed A.; Rawajfih, Yasmeen; McClendon, Pamela; Tucker, Donnita; Johnson, W.

doi:10.1145/3408877.3432560

Cited by 5 publications

(3 citation statements)

References 13 publications

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“…Escobar [22] discusses the impact of swapping assessment strategies in response to the pandemic, where an exam was swapped for performance tasks. While this is originally seen as a threat to validity of the study, it serves to show that the reaction to the pandemic has been exceptionally agile and adaptable.…”

Section: Pedagogy and Practicesmentioning

confidence: 99%

“…The sudden shift in educational practice due to the pandemic resulted in a need for core aspects of higher education (such as teaching, assessment, and curriculum design) to become more agile and adaptable between online and face-to-face contexts [26]. The COVID-19 pandemic, and the subsequent national lockdowns, presented a unique shift in focus away from the previous institutional, community and cultureled values, by presenting institutions with a common challenge affecting both educators and learners [17,22,57], ranging from the accessibility of the methods of delivery to a focus on academic integrity and the needs for multi-modal and flexible learning environments [2,15,77].…”

Section: Value Changesmentioning

confidence: 99%

“…As the pandemic stretched resources, literature is emerging that reveals some of the impacts of these efforts. Despite rapidly growing numbers of Black female students studying Advanced Placement Computer Science Principles in Alabama (2007: n=3; 2020: n=754, with a further 637 underrepresented students), Escobar et al [22] note that there are still concerning statistics with regards to successful completion. In response, they designed a preparatory experience to address the lack of engagement which they hypothesised accounted for the under-performance.…”

Section: Inclusion and Diversitymentioning

confidence: 99%

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Teaching through a Global Pandemic

Siegel

Zarb

Alshaigy

et al. 2021

Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education

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The coronavirus (COVID-19) pandemic has forced an unprecedented global shift within higher education in how instructors communicate with and educate students. This necessary paradigm shift has compelled educators to take a critical look at their teaching styles and use of technology. Computing education traditionally focuses on experiential, in-person activities. The pandemic has mandated that educators reconsider their use of student time and has catalysed overnight innovations in the educational setting.Even in the unlikely event that we return entirely to pre-pandemic norms, many new practices have emerged that offer valuable lessons to be carried forward into our post-COVID-19 teaching. This working group will explore what the post-COVID-19 academic landscape might look like, and how we can use lessons learned during this educational shift to improve our subsequent practice. Following a multinational study of computing faculty, this exploratory stage will identify practices within computing that appear to have been improved through exposure to online tools and technologies, and that should therefore continue to be used in the online space. In the broadest sense, our motivation is to explore what the post-COVID-19 educational landscape will look like for computing education.

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Section: Pedagogy and Practicesmentioning

confidence: 99%