Expanding capacity and promoting inclusion in introductory computer science: a focus on near-peer mentor preparation and code review
Expanding capacity and promoting inclusion in introductory computer science: a focus on near-peer mentor preparation and code review
复制标题
扩大计算机科学入门课程的能力并促进包容性：重点关注同行导师的准备和代码审查
DOI：
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发表时间：
2017
影响因子：
2.7
通讯作者：
Audrey St. John
中科院分区：
文献类型：
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作者：
Heather Pon;B. Packard;Audrey St. John
摘要 计算机科学系面临的一个困境是开发可持续的方法来扩大计算机科学入门课程的能力，同时仍然致力于包容性实践。培训近同行导师进行同行代码审查是一种解决方案。本文描述了近同行导师为其角色所做的准备，重点是通过同行代码审查和包容性教学法提供定期、一致的反馈。计算机科学入门学生对同伴导师的知识、平易近人和灵活性给予了一致的高评价，并认为同伴导师会议增强了他们的自我效能和理解力。同伴导师指出了录像模拟、反思、包容性讨论以及团队每周练习以改进实践的价值。讨论了同伴指导对不同类型机构的适应情况。计算机科学教育工作者希望改善代表性不足群体的招募和保留，可以从扩大同伴支持基础设施和提高同伴导师准备质量中受益。
Abstract A dilemma within computer science departments is developing sustainable ways to expand capacity within introductory computer science courses while remaining committed to inclusive practices. Training near-peer mentors for peer code review is one solution. This paper describes the preparation of near-peer mentors for their role, with a focus on regular, consistent feedback via peer code review and inclusive pedagogy. Introductory computer science students provided consistently high ratings of the peer mentors’ knowledge, approachability, and flexibility, and credited peer mentor meetings for their strengthened self-efficacy and understanding. Peer mentors noted the value of videotaped simulations with reflection, discussions of inclusion, and the cohort’s weekly practicum for improving practice. Adaptations of peer mentoring for different types of institutions are discussed. Computer science educators, with hopes of improving the recruitment and retention of underrepresented groups, can benefit from expanding their peer support infrastructure and improving the quality of peer mentor preparation.