“Regular” CS x Inclusive Design = Smarter Students and Greater Diversity
“Regular” CS x Inclusive Design = Smarter Students and Greater Diversity
复制标题
– 常规 – CS x 包容性设计 = 更聪明的学生和更大的多样性
DOI：
10.1145/3603535
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发表时间：
2023
影响因子：
2.4
通讯作者：
Burnett, Margaret
中科院分区：
文献类型：
--
作者：
Garcia, Rosalinda;Morreale, Patricia;Letaw, Lara;Chatterjee, Amreeta;Patel, Pankati;Yang, Sarah;Escobar, Isaac Tijerina;Noa, Geraldine Jimena;Burnett, Margaret
如果“常规”计算机科学（CS）教师在本科课程中的“常规”CS课程中教授包容性设计的元素会怎么样？这会影响CS课程的氛围和对不同学生的包容性吗？它能提高保留率吗？学生会少学CS吗？他们真的会学习任何包容性的设计吗？为了回答这些问题，我们进行了为期一年的行动研究调查，其中13个CS教师整合到44 CS/IT产品在4年的课程包容性设计的元素。613名受影响的学生的教育工作产品，成绩，和/或气候问卷调查结果显示，学生的课程成果显着改善（更高的课程成绩和更少的课程失败/未完成/退出），特别是对边缘化群体;显示，大多数学生学习和应用包容性的设计概念，他们的CS活动;并显示，包容性和团队合作的课程显着改善。这些结果表明，显着提高学生的保留，他们的知识和使用的包容性设计，并在CS教育的边缘化群体和所有学生的经验，一个新的途径。
What if “regular” Computer Science (CS) faculty each taught elements of inclusive design in “regular” CS courses across an undergraduate curriculum? Would it affect the CS program's climate and inclusiveness to diverse students? Would it improve retention? Would students learn less CS? Would they actually learn any inclusive design? To answer these questions, we conducted a year-long Action Research investigation, in which 13 CS faculty integrated elements of inclusive design into 44 CS/IT offerings across a 4-year curriculum. The 613 affected students’ educational work products, grades, and/or climate questionnaire responses revealed significant improvements in students’ course outcomes (higher course grades and fewer course fails/incompletes/withdrawals), especially for marginalized groups; revealed that most students did learn and apply inclusive design concepts to their CS activities; and revealed that inclusion and teamwork in the courses significantly improved. These results suggest a new pathway for significantly improving students’ retention, their knowledge and usage of inclusive design, and their experiences across CS education—for marginalized groups and for all students.