2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)最新文献

Computer Science Principles (CSP) and students with learning differences: Expanding opportunities for a hidden underrepresented group 计算机科学原理(CSP)和有学习差异的学生:为隐藏的未被充分代表的群体扩大机会

2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Pub Date : 2016-08-01 DOI: 10.1109/RESPECT.2016.7836160

Sarah J. Wille, J. Century, Miriam Pike

{"title":"Computer Science Principles (CSP) and students with learning differences: Expanding opportunities for a hidden underrepresented group","authors":"Sarah J. Wille, J. Century, Miriam Pike","doi":"10.1109/RESPECT.2016.7836160","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836160","url":null,"abstract":"The computer science (CS) education field is engaging in unprecedented efforts to expand opportunities in K-12 CS education, and to broaden participation of students traditionally underrepresented in CS. However, even as the field considers ways to provide access to high school computing in general, and the new AP CSP course in particular, one underrepresented group is often overlooked: students with learning differences (that is, students with specific learning disabilities and related attention deficit disorders, like ADHD). The national dialogue about broadening participation in K-12 computing education has given almost no voice to this population. As computer science education initiatives grow, K-12 teachers need evidence-based guidance about how to account for challenges specific to learning disabilities and attention deficit disorders so that these students who learn differently can access instruction and curriculum in ways that address their learning needs. This paper reports on the first phase of a National Science Foundation (NSF) supported exploratory research study (Grant #1542963) to address this problem. We describe our education research-practice partnership that aims to make CS more accessible for students who learn differently and in doing so, highlight the team's process of collaboration as a critical element to address the problem and support equitable learning in CS.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126522361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Does a taste of computing increase Computer Science enrollment? 对计算机的兴趣会增加计算机科学专业的入学人数吗?

2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Pub Date : 2016-08-01 DOI: 10.1109/MCSE.2017.50

S. McGee, R. McGee-Tekula, Jennifer Duck, Ronald I. Greenberg, L. Dettori, Dale F. Reed, Brenda Wilkerson, Don Yanek, Andrew M. Rasmussen, Gail Chapman

引用次数: 15

Diversity in K-12 CS education across the U.S. 美国K-12计算机科学教育的多样性

2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Pub Date : 2016-08-01 DOI: 10.1109/RESPECT.2016.7836166

Jennifer Wang, Hai Hong, S. H. Moghadam

{"title":"Diversity in K-12 CS education across the U.S.","authors":"Jennifer Wang, Hai Hong, S. H. Moghadam","doi":"10.1109/RESPECT.2016.7836166","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836166","url":null,"abstract":"This multi-year research study examines knowledge and perceptions of computer science (CS), disparities in access, and barriers to offering CS. In particular, the analysis identifies differences by demographic to gain insight into inequities in CS. The first year of the study surveyed 1,673 students, 1,685 parents, 1,013 teachers, 9,693 principals, and 1,865 superintendents. We found most respondents were unable to distinguish computer literacy activities from CS, with Black or Hispanic respondents even less likely to do so, and perceptions of who does CS were narrow and stereotypical (White, male, smart). Results also indicate discrepancies in access to technology and CS; Hispanic students reported lower exposure to computers at home and in school, and Black students and lower-income students reported less access to CS in school. Hispanic students were less likely to have learned CS or have confidence to learn CS compared to their counterparts. Finally, we explored barriers to access and identified a disconnect: parent (particularly from lower incomes) and student demand for CS education was very high while administrators' perceptions of this demand was low.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114625250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Remixing Minecraft to broaden participation in computing 重新混合《我的世界》以扩大计算机的参与

2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Pub Date : 2016-08-01 DOI: 10.1109/RESPECT.2016.7836183

Ugochi Acholonu, Dominic A. Amato, Jessa Dickinson, Leslie Smith, Joshua Engel, Erin Walker, G. Grant, Nichole Pinkard

{"title":"Remixing Minecraft to broaden participation in computing","authors":"Ugochi Acholonu, Dominic A. Amato, Jessa Dickinson, Leslie Smith, Joshua Engel, Erin Walker, G. Grant, Nichole Pinkard","doi":"10.1109/RESPECT.2016.7836183","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836183","url":null,"abstract":"Minecraft is one of the most popular games among youth today, experiencing sales over 100 million worldwide and channels on YouTube generating over 47 billion views. Our interest in the game environment is due to its innate computational mechanics that integrate logic, design, and scripting elements. Because of these traits, many organizations and schools are looking to incorporate Minecraft into their curriculum to support computational thinking and computational practices. However, there are challenges surrounding the distribution and availability of individuals who possess the technical and computational expertise needed to support these opportunities. In this poster we introduce the DYN Minecraft Server project. The project is designed to address barriers of entry for adults at schools and youth-serving organizations who want to provide computing-related learning opportunities to diverse youth. We worked with families, city organizations, mentors, and youth to modify the commercially available Minecraft to support adults who may have limited expertise in computing or Minecraft, yet wish to use the platform in order to teach computational content The modifications include the integration of an information network that promotes STEM learning opportunities that are available throughout the city. We discuss our design process, designed activities and interfaces, and feedback from youth, partners, and mentors using the system.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134146553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Understanding blended mentorship in Minecraft: Scaling computer science expertise across distances 理解《我的世界》中的混合指导:跨越距离扩展计算机科学专业知识

2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Pub Date : 2016-08-01 DOI: 10.1109/RESPECT.2016.7836181

Ugochi Acholonu, Jessa Dickinson, Leslie Smith, Dominic A. Amato, Nichole Pinkard

{"title":"Understanding blended mentorship in Minecraft: Scaling computer science expertise across distances","authors":"Ugochi Acholonu, Jessa Dickinson, Leslie Smith, Dominic A. Amato, Nichole Pinkard","doi":"10.1109/RESPECT.2016.7836181","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836181","url":null,"abstract":"A critical barrier in providing computer science learning opportunities to all is the dearth of professionals who have the expertise to teach computer science. Blended learning approaches have the potential to reduce this barrier by facilitating the distribution of expertise across distances. In this poster we present our approach to understanding how to design blended learning models for the informal space that take advantage of the expertise of adult mentors and computer science experts. Our theoretical framing is based on Nacu et al. (2014) adult mentor roles, which suggest that adults play different roles (e.g., encourager, monitor, broker) to support students learning. We use Minecraft, a popular, 3D, online, multiplayer game, as our study context. The poster presents two studies that investigate ways of facilitating mentorship in a blended learning environment to teach computational thinking. Study 1 focuses on documenting the roles mentors play while facilitating a computer science-related Minecraft workshop with middle school students. Study 2 focuses on understanding how these roles are modified when online and in person mentors work together to facilitate a computational learning opportunity. Our initial findings suggest that defining a scalable model to support blended learning models in informal spaces requires a variety of mentor roles. Additionally, when coordinating mentorship across mediums, gaps in student support can arise when there is a lack of (a) explicit strategies of communication in place between in-person and online mentors; and (b) clearly defined roles assigned to mentors.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126322188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

STEAM-based interventions: Why student engagement is only part of the story 基于steam的干预:为什么学生参与只是故事的一部分

2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Pub Date : 2016-08-01 DOI: 10.1109/RESPECT.2016.7836171

Michael Helms, Roxanne A. Moore, Doug Edwards, Jason Freeman

{"title":"STEAM-based interventions: Why student engagement is only part of the story","authors":"Michael Helms, Roxanne A. Moore, Doug Edwards, Jason Freeman","doi":"10.1109/RESPECT.2016.7836171","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836171","url":null,"abstract":"EarSketch lowers the barriers to entry and broadens engagement in computer science through expressive and culturally relevant music composition. In EarSketch, students write computer code to remix sound samples into original music compositions, often within hours of first exposure to the application. Coupled with sound samples rooted in modern music genres, EarSketch generates deep student engagement. We observed two unexpected challenges when implementing EarSketch in high school Computer Science Principles courses. First, music that appeals to the students' generation may be difficult for teachers to appreciate (and vice versa). Second, while a majority of students engaged in music production and coding, we observed that some students fixated on artistic musical expression without engaging in substantial computational thinking. These findings may apply more broadly in computational courses situated in expressive domains and to STEAM courses in general. We conclude with suggested changes to professional development, which may be applied more generally to creative computation and STEAM-based courses.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132668756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Remote access programs to better integrate individuals with disabilities 远程访问计划，以更好地融入残疾人

2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Pub Date : 2016-08-01 DOI: 10.1145/2982142.2982182

Thomas Hahn, H. Rahman, R. Segall, Christopher Heim, Raphaela Brunson, Ankush Sharma, Maryam Aslam, A. Lara-Rodriguez, M. S. Islam, Neha Gupta, Charles S. Embry, Patrick Grossmann, Shahrukh Babar, Gregory A. Skibinski, Fusheng Tang

{"title":"Remote access programs to better integrate individuals with disabilities","authors":"Thomas Hahn, H. Rahman, R. Segall, Christopher Heim, Raphaela Brunson, Ankush Sharma, Maryam Aslam, A. Lara-Rodriguez, M. S. Islam, Neha Gupta, Charles S. Embry, Patrick Grossmann, Shahrukh Babar, Gregory A. Skibinski, Fusheng Tang","doi":"10.1145/2982142.2982182","DOIUrl":"https://doi.org/10.1145/2982142.2982182","url":null,"abstract":"There have been insurmountable obstacles for sharing instructions with disabled students but now they can be easily overcome by using the free programs TeamViewer in combination with Skype, Krut Computer Recorder and Zoomtext because they allow to transmit all instructional material in accessible format in real time from the lecture computer directly to the screen of the disabled student. Moreover, they allow for efficient one on one tutoring by allowing the visually impaired student to follow with Zoomtext without limiting the visual field of the online instructor. These programs can be used to extend computer lab hours and thus give more time to disabled students to complete their lab assignments. Logging remotely into the instructor's computer allows beaming lectures directly into the screen of visually impaired students. These programs can enhance online collaborations even for non disabled people and help to better integrate disabled people into an increasingly specialized and competitive workforce","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132491155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Can embodied interaction and virtual peer customization in a virtual programming environment enhance computational thinking? 虚拟编程环境中的具身交互和虚拟对等定制能增强计算思维吗?

2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Pub Date : 2016-08-01 DOI: 10.1109/RESPECT.2016.7836179

Dhaval Parmar, Sabarish V. Babu, Lorraine Lin, S. Jörg, Nikeetha D'Souza, Alison E. Leonard, S. Daily

{"title":"Can embodied interaction and virtual peer customization in a virtual programming environment enhance computational thinking?","authors":"Dhaval Parmar, Sabarish V. Babu, Lorraine Lin, S. Jörg, Nikeetha D'Souza, Alison E. Leonard, S. Daily","doi":"10.1109/RESPECT.2016.7836179","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836179","url":null,"abstract":"To address the problem of underexposure, underrepresentation, and underproduction of diverse professionals in the field of computing, we target middle school education using an idea that combines computational thinking with dance and movement choreography. This lightning talk delves into a virtual reality education and entertainment application named Virtual Environment Interactions (VEnvI). Our in vivo study examines how VEnvI can be used to teach fundamental computer science concepts such as sequences, loops, variables, conditionals, functions, and parallel programming. We aim to reach younger students through a fun and intuitive interface for choreographing dance movements with a virtual character. Our study contrasts the highly immersive and embodied virtual reality metaphor of using VEnvI with a non-immersive desktop metaphor. Additionally, we examine the effects of user attachment by comparing the learning results gained with customizable virtual characters in contrast with character presets. By analyzing qualitative and quantitative user responses measuring cognition, presence, usability, and satisfaction, we hope to find how virtual reality can enhance interest in the field of computer science among middle school students.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"174 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116089509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

The community college pathway to computer science and other STEM bachelor's degrees 社区大学通往计算机科学和其他STEM学士学位的途径

2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Pub Date : 2016-08-01 DOI: 10.1109/RESPECT.2016.7836175

S. Jaggars, J. Fink, J. Fletcher, A. Dundar

引用次数: 6

Understanding the impact of QPOC representation in video games 理解QPOC表现在电子游戏中的影响

2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Pub Date : 2016-08-01 DOI: 10.1109/RESPECT.2016.7836164

Roger D. Smith, Adrienne Decker

{"title":"Understanding the impact of QPOC representation in video games","authors":"Roger D. Smith, Adrienne Decker","doi":"10.1109/RESPECT.2016.7836164","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836164","url":null,"abstract":"The lack of representation of diversity in media has been a long-standing and documented problem. Different types of media suffer from different problems with regard to representation. The games industry has been under fire for portrayals of women and underrepresented minorities for many years. Looking at the game industry as part of the larger technology and computing industry, which also has problems with lack of diversity in its workforce, we see that the problem is not just within the games, but also within the industry and community (Gamergate). The focus of this work is specifically on representation of a cross-sectional group of underrepresented minorities, Queer People of Color (QPOC) in video games. The term QPOC is derived from the term Person of Color (POC). It is used as a means of self-identification by members of the group to reject a single “master status”. To find out the impact that representation has, we surveyed QPOC about their experiences with representation in video games and solicited their opinions on how this representation, or lack thereof, has impacted them. Our survey showed that members of this group did not feel well represented, but were greatly influenced by the representations that do exist. We believe that one of the steps to solving the diversity problem in technology is to make sure that all groups feel welcome in the technology space. For games, working to make sure as many people as possible are represented is the first step in that inclusion.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129759860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9