Exploring Teaching Practices in Introductory Computer Science Courses: Student-Centered Pedagogy in the Context of Departmental Efforts

• In Event: AERA Poster Session 7
  In Poster Session: Testing Technology-Based Enhancements and Interventions

Abstract

This study examines faculty teaching practices in introductory computer science classes and their relationship to perceptions of departmental support for diversity, community, and teaching. Examining survey responses from introductory computer science faculty at 15 American colleges and universities, we found that despite departmental encouragement to foster racial/ethnic and gender diversity, and the perception that departments value good teaching and care for students, most faculty continue to use lecture as their primary pedagogy, with barely half incorporating student-centered practices such as group discussion or work and rubrics. Implications for training and support of faculty are discussed.

Authors

• Kathleen Lehman, University of California - Los Angeles

• Tiffani A. Riggers-Piehl, University of Missouri-Kansas City

• Christopher L. Hovey, University of Colorado - Boulder