Surfacing Equity Issues in Large Computing Courses with Peer-Ranked, Demographically-Labeled Student Feedback
Surfacing Equity Issues in Large Computing Courses with Peer-Ranked, Demographically-Labeled Student Feedback
复制标题
通过同行排名、按人口统计标记的学生反馈来解决大型计算课程中的公平问题
DOI：
10.1145/3512912
复制
发表时间：
2022
影响因子：
--
通讯作者：
Ko, Amy J.
中科院分区：
文献类型：
--
作者：
Xie, Benjamin;Oleson, Alannah;Everson, Jayne;Ko, Amy J.
随着计算机课程规模的扩大，少数族裔学生继续面临阻碍他们学业和职业成功的挑战（例如，隐性偏见、微侵犯、缺乏资源、预科特权的假设）。这可能会影响职业抱负和计算机社区的归属感。教师有能力立即做出改变，以支持更公平的学习，但他们往往不知道学生面临的挑战。为了帮助教师和学生了解课堂上的不平等现象，我们开发了StudentAmp，这是一个互动系统，使用学生反馈和自我报告的人口统计信息（如性别、种族、残疾、教育背景）来显示挑战以及它们如何以不同的方式影响学生。为了帮助教师理解反馈，StudentAmp根据学生认为的破坏性对挑战进行了排名。在COVID-19大流行期间，我们对远程教授的五门大型大学计算机课程（150 - 750名学生）进行了形成性评估。我们发现，学生们分享的挑战超出了课程的范围，他们认为分享关于他们是谁的信息是有用的，但也有潜在的危险，教学团队能够利用这些信息来考虑学生分享挑战的位置。我们的研究结果涉及到一个中心设计张力，即通过分享学生的情境化信息来支持公平，同时确保他们的隐私和福祉。
As computing courses become larger, students of minoritized groups continue to disproportionately face challenges that hinder their academic and professional success (e.g. implicit bias, microaggressions, lack of resources, assumptions of preparatory privilege). This can impact career aspirations and sense of belonging in computing communities. Instructors have the power to make immediate changes to support more equitable learning, but they are often unaware of students' challenges. To help both instructors and students understand the inequities in their classes, we developed StudentAmp, an interactive system that uses student feedback and self-reported demographic information (e.g. gender, ethnicity, disability, educational background) to show challenges and how they affect students differently. To help instructors make sense of feedback, StudentAmp ranks challenges by student-perceived disruptiveness. We conducted formative evaluations with five large college computing courses (150 - 750 students) being taught remotely during the COVID-19 pandemic. We found that students shared challenges beyond the scope of the course, perceived sharing information about who they were as useful but potentially dangerous, and that teaching teams were able to use this information to consider the positionality of students sharing challenges. Our findings relate to a central design tension of supporting equity by sharing contextualized information about students while also ensuring their privacy and well-being.
登录
查看更多内容
影响因子：
4.1
作者：
M. Freeman;Paul J. Blayney;Paul Ginns
通讯作者：
Paul Ginns
影响因子：
1.3
作者：
K. Burke
通讯作者：
K. Burke
消除计算机科学教育材料中的性别偏见
DOI：
10.1145/3017680.3017794
发表时间：
2017
期刊：
Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education
影响因子：
--
作者：
Paola Medel;Vahab Pournaghshband
通讯作者：
Vahab Pournaghshband
面对计算机科学教育中的不平等：批判理论的案例
DOI：
--
发表时间：
2021
期刊：
Technical Symposium on Computer Science Education
影响因子：
--
作者：
A. Cheuoua
通讯作者：
A. Cheuoua
民间教育学和极客基因：极客商数
DOI：
10.1145/3017680.3017746
发表时间：
2017
期刊：
Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education
影响因子：
--
作者：
R. McCartney;Jonas Boustedt;Anna Eckerdal;Kate Sanders;Carol Zander
通讯作者：
Carol Zander