Reflective Teaching Practice in Computer Science? A Tale of Two Instructors

• In Event: 31.034 - Pedagogy and Literacy in Engineering and Computer Science Contexts

Abstract

We lack a strong understanding of how those who teach computer science solicit and use feedback to improve both their teaching practice and course designs. This study explores how computer science instructors collect feedback, their attitudes towards different feedback sources, and how they use this feedback to adjust ongoing courses or redesign their course for future cohorts. Data indicate that instructors are using a variety of feedback sources to adjust their teaching practice or course designs. These instructors focused on the feedback they received through anonymous feedback tools or interpersonal communication and student performance on required course activities. Their use of this feedback revealed different strategies for supporting students and differing abilities to adjust their beliefs about students.

Authors

• Krystle Phirangee, University of Toronto

• Carrie Demmans Epp, University of Alberta

• Velian Pandeliev

• Cosmin Munteanu, University of Toronto