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Research: An Analysis of the Effectiveness of an Online Inclusive Design Curriculum Through the Lens of Inclusive Design PCKs

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ABSTRACT: The online computer science classroom is growing, but there is little research on how to teach inclusive design online. As a result, online CS students are graduating without learning how to avoid bias in their software designs. Through the lens of the Inclusive Design Pedagogical Content Knowledge (PCK), this thesis analyzes a set of curricular activities that were embedded into online post-baccalaureate computer science courses. The contributions of this work include: (1) a set of takeaways outlining what I learned from student responses to the activities and (2) the second iteration of the Inclusive Design PCKs that can be applied in both the online and in-person classrooms.

Material Type: Primary Source

Author: Aishwarya Vellanki

Changing the Online Climate via the Online Students: Effects of Three Curricular Interventions on Online CS Students’

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Although CS Education researchers and practitioners have found ways to improve CS classroom inclusivity, few researchers have considered inclusivity of online CS education. We are interested in two such improvements in online CS education- besides being inclusive to each other, online CS students also need to be able to create inclusive technology.

Material Type: Primary Source

Authors: Christopher Perdriau, Heather Garcia, Lara Letaw, Margaret Burnett, Rosalinda Garcia

Research: A Planning Tool for Incorporating Backward Design (Reynolds & Kearns, 2016)

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ABSTRACT: Backward course design is a compelling strategy for achieving results-based, student-centered learning. The backward course-design approach is first to identify student-learning outcomes, then the means of assessing the outcomes, and lastly the classroom activities that would support the learning outcomes. With demonstrated success at improving teaching and learning at K–12 levels, this design approach is receiving increasing attention at the college level. Yet college faculty, who receive comparatively little instruction in course design, may find it challenging to enact the principles of backward course design into day-to-day lecture planning. To help address this challenge, we developed a backward design-inspired lesson planner to assist in restructuring college course periods for more active, learner-centered activities that align with course goals. We describe the planner and its application to a non-majors college biology class, and we share student and instructor perceptions of classroom structure and use of classroom time before and after implementation. Benefits of implementing the backward design planner included enhanced ability to prioritize content delivery to students, better time management in and out of the classroom, improved experience of lecture preparation, more engaged students, and more frequent feedback on student comprehension.

Material Type: Primary Source

Authors: Heather L. Reynolds, Katherine Dowell Kearns

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