BPC-DP: Building Ecosystems of Belonging for Neurodiverse Computer Science Students

BPC-DP：为神经多样化的计算机科学学生建立归属感生态系统

• 批准号: 2137725
• 负责人: Samuel Abramovich
• 金额: $ 29.31万
• 依托单位: SUNY at Buffalo
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2137725&HistoricalAwards=false
• 关键词: BPC; DP; Building; Ecosystems; Belonging

The University at Buffalo’s Open Education Lab is designing and testing neurodiversity micro-credentials to create an ecosystem of belonging in undergraduate Computer Science programs. Micro-credentials, similar to digital badges, are tools that can deliver bite-size curriculum and then both assess and verify learning for a given audience. In this case, students are the audience; this training is designed to increase instructor preparedness for teaching neurodiverse Computer Science students in undergraduate programs while presenting students with information about their instructors’ training through digital badges. Neurodiversity refers to differences in cognition and brain development common to conditions such as autism spectrum disorder and attention-deficit/hyperactivity disorder (ADHD). These students are often attracted to STEM career paths and possess traits that would make them valuable members of the United States’ computing workforce, but drop out before graduation when they encounter misaligned teaching practices or instructors who discourage accommodations and supports for students with invisible disabilities. These micro-credentials are designed to give instructors the training they need to be able to transform their practice for neurodiverse undergraduate Computer Science students, as well as providing students with opportunities to identify trained instructors. In a process guided by the Universal Design for Learning framework, which is used to create educational interventions that will meet the needs of as many students as possible, the project consists of two major components. The curriculum for the training is comprised of prior, piloted ADHD training course for teachers and additional evidence-based strategies for improving educational success among diverse Computer Science students. The digital badges (micro-credentials) are co-designed with students and faculty to design a system of delivering curriculum to instructors and displaying instructor training to students. As instructors complete courses, badges display instructor preparation and willingness to learn about student needs directly to students. This allows students to identify instructors who will be safe to talk to about their needs and trained to support them, whether choosing mentors or making class selections. Micro-credentials are evaluated at multiple stages of the co-design and implementation process to iterate on the design. The micro-credentials and curriculum will be published on the Open Education Lab’s website at the completion of the project to allow other schools to access and update the tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

布法罗大学开放教育实验室正在设计和测试神经多样性微证书，以创建一个属于本科生计算机科学课程的生态系统。微证书类似于数字徽章，是一种工具，可以提供简单的课程，然后评估和验证特定受众的学习情况。在这种情况下，学生是观众；该培训旨在提高教师为在本科课程中教授不同于神经的计算机科学学生做好准备，同时通过数字徽章向学生展示关于他们的教师培训的信息。神经多样性是指自闭症谱系障碍和注意力缺陷/多动障碍(ADHD)等疾病常见的认知和大脑发育差异。这些学生经常被STEM的职业道路所吸引，并拥有使他们成为美国计算机劳动力中有价值的一员的特质，但当他们在毕业前遇到不协调的教学实践或教师阻碍对隐形残疾学生的住宿和支持时，他们就退出了。这些微型证书旨在为教师提供所需的培训，使他们能够为神经质多样的本科计算机科学学生转变实践，并为学生提供识别训练有素的教师的机会。在通用学习设计框架的指导下，该项目由两个主要部分组成，该框架用于制定能够满足尽可能多学生需求的教育措施。培训课程包括针对教师的预先试行的ADHD培训课程，以及其他基于证据的策略，以提高不同计算机科学学生的教育成功。数字徽章(微型凭证)是与学生和教职员工共同设计的，旨在设计一个向教师提供课程并向学生展示教师培训的系统。当讲师完成课程时，徽章直接向学生显示讲师的准备情况和了解学生需求的意愿。这使学生能够确定可以安全地谈论他们的需求的教师，并接受支持他们的培训，无论是选择导师还是选择班级。微凭证在联合设计和实现过程的多个阶段进行评估，以迭代设计。微型证书和课程将在项目完成后发布在开放教育实验室的网站上，以允许其他学校访问和更新工具。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Measuring Belonging for Neurodiverse Computer Science Students

衡量神经多样化计算机科学学生的归属感

• 发表时间: 2022
• 期刊: International Conference of the Learning Sciences
• 作者: Bonnette, R. N.

Building Ecosystems of Belonging for Neurodiverse Students: A Discussion of Instructor Practices and Training Needs.

为神经多样性学生建立归属感生态系统：教师实践和培训需求的讨论。

• DOI: 10.1145/3478432.3499182
• 发表时间: 2022
• 期刊: Proceedings of the 53rd ACM Technical Symposium on Computer Science Education
• 作者: Bonnette, R.