From Workshops to Classrooms: Faculty Experiences with Implementing Inclusive Design Principles
From Workshops to Classrooms: Faculty Experiences with Implementing Inclusive Design Principles
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从研讨会到课堂：教师实施包容性设计原则的经验
DOI：
10.1145/3626252.3630861
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发表时间：
2024
期刊：
影响因子：
--
通讯作者：
Burnett, Margaret
中科院分区：
文献类型：
--
作者：
Patel, Pankati;Moz-Ruiz, Dahana;Garcia, Rosalinda;Chatterjee, Amreeta;Morreale, Patricia;Burnett, Margaret
计算机科学（CS）和信息技术（IT）课程以理论和技术技能为基础。像公平和包容性设计这样的话题在主流学生研究中很少发现。这导致了毕业生在软件开发中使用过时的实践和限制。进行了一项研究项目，以教育教师将包容性软件设计纳入CS本科课程。目标是培养具有开发包容性软件能力的毕业生。这份经验报告展示了在整个四年CS和IT课程中教学包容性设计的结果，重点是对教师的影响。这种易于采用、影响深远的方法提高了学生的保留率和课堂气氛，扩大了学生的参与度。研究问题涉及教师对包容性软件设计的理解，方法的可行性，提高学生设计公平软件的能力，以及评估学生在计算机程序中的包容性文化。教师们参加了一个夏季研讨会，学习包容性设计，并更新教材，将性别杂志方法纳入其中。从CS0和CS1开始，一直到高级顶点课程，教师们使用了更新的课程作业，将包容性设计纳入了10门课程的44个部分。教师的成果是积极的，计划包括包容性设计和与其他部门教师的合作是最吸引人的。教师们对学生的所有权和包容性设计方法的采用印象深刻，特别是在最终的顶点高年级项目中。
Computer science (CS) and information technology (IT) curricula are grounded in theoretical and technical skills. Topics like equity and inclusive design are rarely found in mainstream student studies. This results in graduates with outdated practices and limitations in software development. A research project was conducted to educate the faculty to integrate inclusive software design into the CS undergraduate curriculum. The objective is to produce graduates with the ability to develop inclusive software.This experience report presents the results of teaching inclusive design throughout the four-year CS and IT curriculum, focusing on the impact on faculty. This easy-to-adopt, high-impact approach improved student retention and classroom climate, broadening participation. Research questions address faculty understanding of inclusive software design, the approach's feasibility, improvement in students' ability to design equitable software, and assessment of the inclusiveness culture for students in computing programs.Faculty attended a summer workshop to learn about inclusive design and update their teaching materials to include the GenderMag method. Beginning in CS0 and CS1 and continuing through Senior Capstone, faculty used updated course assignments to include inclusive design in 10 courses for 44 sections taught. Faculty outcomes are positive, with the planning to include inclusive design and working with other department faculty most engaging. Faculty were impressed by student ownership and adoption of inclusive design methods, particularly in the culminating capstone senior project.
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影响因子：
3.3
作者：
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DOI：
--
发表时间：
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期刊：
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影响因子：
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作者：
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DOI：
10.1145/3230977.3230998
发表时间：
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期刊：
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影响因子：
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影响因子：
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通讯作者：
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