Role of Computational Thinking in Improving Undergraduate Biology Education

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 4
  In Roundtable Session: Equity, Innovation, and Pedagogical Rhythms: Transforming STEM and Curriculum Practices Across Contexts (Table 3)

Abstract

Our research integrates Computational Thinking (CT) into undergraduate biology education, focusing on non-traditional learners and enhancing DEI in the STEM workforce. Based at Medgar Evers College, we aim to boost student engagement, self-efficacy, and STEM pedagogy through CT and Scratch programming. The key research questions are: (1) How does incorporating CT and Scratch in BIO211 impact students' reflection, attitudes, and academic performance in biology? (2) To what extent does CT enhance self-efficacy? Data from this study offers a pedagogical model to equip minority-serving institutions with 21st-century skills. Our findings aim to influence policymakers, institutional leaders, students, and educators, emphasizing the advantages of interdisciplinary CT integration in fostering inclusive and effective STEM education.

Authors

• Shiraz Mujtaba, Medger Evers College - CUNY

• Rupam Saran, Medgar Evers College - CUNY

• Tiffany Karalis Noel, University at Buffalo - SUNY