Propagating the adoption of CS educational innovations

Taylor, Cynthia; Spacco, Jaime; Bunde, David P.; Butler, Zack; Bort, Heather; Hovey, Christopher Lynnly; Maiorana, Francesco; Zeume, Thomas

doi:10.1145/3293881.3295785

Cited by 24 publications

(20 citation statements)

References 94 publications

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“…Immense effort is expended, at great cost in terms of time and emotional labor, as well as political capital, with little to no impact long term. The many factors behind failures such as ours have been enumerated in recent research investigating both Computer Science and Engineering pedagogies' lack of innovation by Taylor et al (2018) and Reeping et al (2018). However, the weight of dominant pedagogical structures, politics and techniques in Games pedagogy is particularly heavy.…”

Section: Radical Pedagogies In the Games Classroommentioning

confidence: 99%

Troubling games: Materials, histories, and speculative future worlds for games pedagogy

Rouse

Holloway-Attaway

2022

Convergence

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Games are trouble. As faculty members in a Game Development program we are aware of the troubles. As inside–outsiders, given our status as queer women in the male-dominated Games field, both with interdisciplinary art-tech-humanities backgrounds as opposed to STEM, we are the ones commonly tasked with ‘fixing’ these troubles. This tasking comes to us in the form of both assumptions and requests about our providing particular types of education to others, both faculty and students, as fixes to Game-troubles: teaching the gender module; sitting on an LGBTQ+ committee; advising a particular student who is also outside the more comfortable purview of Games; and so forth. While our labor is often assumed, it is not fully valued, evidenced by the ways in which it is chronically under-resourced. And, given this lack of sustainability, our labor is not effective in the ways we intend. Often, our fixes only serve to a fix ourselves, further cementing us as outsiders. Our fixes are diluted until they become performative gestures, absolving others of the need to act, but changing little else. Acting ‘in a fix’ is something we no longer wish to do. Instead we untangle and re-tangle in a new way, drawing on the work of Feminist New Materialists (Ahmed, 2008; Alaimo, 2016; Alaimo and Hekman, 2008; Barad, 2011; Bennett, 2010; Braidotti, 2013; Coole and Frost, 2010; Dolphijn and Tuin, 2012; Grosz, 1994; Kirby, 1997) to develop imaginative new models for a more just and joyful future Games pedagogy. We share not only our research on this topic, but also invite you into our own intimate experiences of play-making, foregrounding this as knowledge-making too. We offer these crossings between text and context, history and future Ahmed, 2008, memory and fiction as a speculative fabulation for future Games pedagogies.

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Section: Radical Pedagogies In the Games Classroommentioning

confidence: 99%

Troubling games: Materials, histories, and speculative future worlds for games pedagogy

Rouse

Holloway-Attaway

2022

Convergence

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“…Educational innovations are defined by Taylor et al [14] as any novel teaching technique, strategy, tool, or learning resource that could be used by an instructor to lead to effective (or promising) instructional techniques that benefit student learning and engagement. According to Fullan [15], educational innovation must contain three elements: use of new revised materials (curriculum materials or technologies); use of new teaching approaches (teaching strategies or activities); alteration of beliefs (pedagogical assumptions).…”

Section: Literature Review and Analysismentioning

confidence: 99%

A Model for Evaluation of Innovative Universities

Yordanova¹

2019

Sustainable Innovations in Education and Technology

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The paper presents an evaluation model for measuring innovative universities in the direction of employing innovation for improving university functions performance (education, research, internationalization, management, competitiveness, human progress, technology transfer, science advancement). The model is based on a literature review over current diverse educational challenges and an analysis of the prospective educational innovations in the near future. The model summarizes 19 groups of educational innovations which aim at assessing the performance of universities when it comes to innovation management. The paper contributes with generalizing the innovation driven paths for universities and provides a tool for assessment of their innovativeness.

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“…These results collectively suggest that there is a need to increase the use of evidence-based teaching practices among CS faculty in higher education. Addressing this need requires knowing more about why faculty change the way they teach, to better inform the design of intentional propagation strategies [18].…”

Section: Introductionmentioning

confidence: 99%

“…Where applicable, we also cite studies from CS and other STEM fields as they support or contradict our findings. A more encompassing review of propagation and adoption research in CS and STEM higher education is available in [18].…”

Section: Introductionmentioning

confidence: 99%

Survey Results on Why CS Faculty Adopt New Teaching Practices

Hovey

Barker

Nagy

2019

Proceedings of the 50th ACM Technical Symposium on Computer Science Education

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In a previous paper, we explored results from the first stage of a two-part research project designed to uncover what influences computer science (CS) faculty to adopt new teaching practices. In the first phase, we conducted interviews, classroom observations, and focus groups with faculty to better understand the organizational, individual, and social factors that influence faculty adoption. Here we discuss findings from the second phase of the project, which uses survey data from 821 CS faculty at 595 institutions in the U.S. to investigate the prevalence of themes uncovered during the qualitative phase. Results show that faculty who tried an innovation were motivated primarily by concerns for students' learning and course experience, including their engagement and participation. Also important were the "fit" with existing practices and tools, and the logistics of implementing an innovation. Factors that reduced faculty willingness to try an innovation include a lack of time, logistical issues, and satisfaction with their current teaching practices. Faculty learned about the innovations they later adopted through presentations and workshops at conferences and at their home institutions, and through conversations with respected colleagues who teach in similar contexts. Implications for encouraging more widespread usage of teaching techniques that improve diversity and student learning are discussed.

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Propagating the adoption of CS educational innovations

Cited by 24 publications

References 94 publications

Troubling games: Materials, histories, and speculative future worlds for games pedagogy

Troubling games: Materials, histories, and speculative future worlds for games pedagogy

A Model for Evaluation of Innovative Universities

Survey Results on Why CS Faculty Adopt New Teaching Practices

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