Expanding an Equitable Pedagogy Framework for Teaching Computer Science: Reflections From the Field

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

Abstract

Shah et al. (2013) proposed a framework of equitable practices showing promise for enhancing students’ access, participation, and success in computer science (CS). However, extensive empirical evidence and examples of application are needed. We used the framework to examine CS pedagogical practices designed and implemented by 60 undergraduates in the context of school-university partnerships aimed at improving K-12 CS teaching. Undergraduates’ weekly reflection journals and investigator classroom observations were examined. These data revealed (a) two equitable practices not currently reflected in dimensions of the framework, (b) evidence of all dimensions in framework, with access to rich course content and access to quality instruction being the most prevalent, and (c) sensitivity of observations to practices involving access to peer relationships.

Authors

• Scott Sheridan, University of Delaware

• Nancy C. Lavigne, University of Delaware

• Chrystalla Mouza, University of Illinois at Urbana-Champaign

• Lori Pollock, University of Delaware