| 1. |
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| 2. |
- Alshaigy, B., et al.
(författare)
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Are We There Yet? : Incorporating Climate Change into CSEd
- 2022
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Ingår i: Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE. - New York, NY, USA : Association for Computing Machinery. ; , s. 664-665
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Konferensbidrag (refereegranskat)abstract
- Climate change is the "biggest threat modern humans have ever faced". The implications of the crisis are imminent and grave. As part of COP26, leaders from all over the world agreed to the Glasgow Climate Pact with the goal of limiting the increased rise of global temperature by 1.5 degrees. With less than 8 years left until the 2030 UN deadline in which the climate effects become irreversible, how do we prepare learners for what might be an inevitable reality? How do we equip computing students with crucial technical, ethical, and leadership skills to mitigate its effect? More importantly, how do people in positions of power, departmental and institutional, be involved? In 2019, we formed an internal working group as part of ITiCSE conference to examine how computing institutions, departments, and faculty members dealt with, if at all, the climate emergency within CS education. Our efforts included conducting a literature review, interviewing CSEd climate experts, leading a world cafe session, and collating and publishing resources from various sources for the benefit of educators interested in incorporating climate change in the curriculum. And yet, there are still struggles reported with adopting these solutions, particularly in light of the global pandemic. This panel will serve as a public forum to express institutional, departmental, and individual challenges associated with tackling the climate crisis and share successful strategies, ideas, and experiences to support the CS community. The discussions will centre over five themes previously identified in the world cafe.
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| 3. |
- Barrineau, Susanna, et al.
(författare)
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Emergentist education and the opportunities of radical futurity
- 2022
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Ingår i: Futures. - : Elsevier BV. - 0016-3287 .- 1873-6378. ; 144, s. 103062-
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Tidskriftsartikel (refereegranskat)abstract
- Higher education has been criticised for its instrumental character, which constrains possibilities for meaningful change towards sustainability. Drawing on the concept of radical futurity, we develop a conception of education that we call "emergentist education". We integrate literature from futures studies, education for sustainable development, philosophy of education, and bring into dialogue experiences from three futures-facing educational contexts at a Swedish university. We identify three key areas to conceive of emergentist education and its value in practice: disciplinary and institutional norms, convening around anticipatory emotions, and deepening the paradox of sustainability as emergent through radical futurity. We apply a diffractive analysis through these key areas to demonstrate how a reorientation of education as emergentist might allow students and teachers to contest visions of futures. This work helps in approaching the liberation of education to allow young people to come together whole-heartedly around what matters to them.
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| 4. |
- Beelen, Rob, et al.
(författare)
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Long-term Exposure to Air Pollution and Cardiovascular Mortality An Analysis of 22 European Cohorts
- 2014
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Ingår i: Epidemiology. - : Lippincott Williams & Wilkins. - 1044-3983 .- 1531-5487. ; 25:3, s. 368-378
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Tidskriftsartikel (refereegranskat)abstract
- Background: Air pollution has been associated with cardiovascular mortality, but it remains unclear as to whether specific pollutants are related to specific cardiovascular causes of death. Within the multicenter European Study of Cohorts for Air Pollution Effects (ESCAPE), we investigated the associations of long-term exposure to several air pollutants with all cardiovascular disease (CVD) mortality, as well as with specific cardiovascular causes of death. Methods: Data from 22 European cohort studies were used. Using a standardized protocol, study area-specific air pollution exposure at the residential address was characterized as annual average concentrations of the following: nitrogen oxides (NO2 and NOx); particles with diameters of less than 2.5 mu m (PM2.5), less than 10 mu m (PM10), and 10 mu m to 2.5 mu m (PMcoarse); PM2.5 absorbance estimated by land-use regression models; and traffic indicators. We applied cohort-specific Cox proportional hazards models using a standardized protocol. Random-effects meta-analysis was used to obtain pooled effect estimates. Results: The total study population consisted of 367,383 participants, with 9994 deaths from CVD (including 4,992 from ischemic heart disease, 2264 from myocardial infarction, and 2484 from cerebrovascular disease). All hazard ratios were approximately 1.0, except for particle mass and cerebrovascular disease mortality; for PM2.5, the hazard ratio was 1.21 (95% confidence interval = 0.87-1.69) per 5 mu g/m(3) and for PM10, 1.22 (0.91-1.63) per 10 mu g/m(3). Conclusion: In a joint analysis of data from 22 European cohorts, most hazard ratios for the association of air pollutants with mortality from overall CVD and with specific CVDs were approximately 1.0, with the exception of particulate mass and cerebrovascular disease mortality for which there was suggestive evidence for an association.
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| 5. |
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| 6. |
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| 7. |
- Chen, Jie, et al.
(författare)
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Long-term exposure to ambient air pollution and bladder cancer incidence in a pooled European cohort : the ELAPSE project
- 2022
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Ingår i: British Journal of Cancer. - : Springer Science and Business Media LLC. - 0007-0920 .- 1532-1827. ; 126:10, s. 1499-1507
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Tidskriftsartikel (refereegranskat)abstract
- Background: The evidence linking ambient air pollution to bladder cancer is limited and mixed.Methods: We assessed the associations of bladder cancer incidence with residential exposure to fine particles (PM2.5), nitrogen dioxide (NO2), black carbon (BC), warm season ozone (O3) and eight PM2.5 elemental components (copper, iron, potassium, nickel, sulfur, silicon, vanadium, and zinc) in a pooled cohort (N = 302,493). Exposures were primarily assessed based on 2010 measurements and back-extrapolated to the baseline years. We applied Cox proportional hazard models adjusting for individual- and area-level potential confounders.Results: During an average of 18.2 years follow-up, 967 bladder cancer cases occurred. We observed a positive though statistically non-significant association between PM2.5 and bladder cancer incidence. Hazard Ratios (HR) were 1.09 (95% confidence interval (CI): 0.93–1.27) per 5 µg/m3 for 2010 exposure and 1.06 (95% CI: 0.99–1.14) for baseline exposure. Effect estimates for NO2, BC and O3 were close to unity. A positive association was observed with PM2.5 zinc (HR 1.08; 95% CI: 1.00–1.16 per 10 ng/m3).Conclusions: We found suggestive evidence of an association between long-term PM2.5 mass exposure and bladder cancer, strengthening the evidence from the few previous studies. The association with zinc in PM2.5 suggests the importance of industrial emissions.
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| 8. |
- Chen, Jie, et al.
(författare)
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Long-Term Exposure to Source-Specific Fine Particles and Mortality-A Pooled Analysis of 14 European Cohorts within the ELAPSE Project
- 2022
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Ingår i: Environmental Science and Technology. - : American Chemical Society (ACS). - 0013-936X .- 1520-5851. ; 56:13, s. 9277-9290
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Tidskriftsartikel (refereegranskat)abstract
- We assessed mortality risks associated with sourcespecific fine particles (PM2.5) in a pooled European cohort of 323,782 participants. Cox proportional hazard models were applied to estimate mortality hazard ratios (HRs) for source-specific PM2.5 identified through a source apportionment analysis. Exposure to 2010 annual average concentrations of source-specific PM2.5 components was assessed at baseline residential addresses. The source apportionment resulted in the identification of five sources: traffic, residual oil combustion, soil, biomass and agriculture, and industry. In single-source analysis, all identified sources were significantly positively associated with increased natural mortality risks. In multisource analysis, associations with all sources attenuated but remained statistically significant with traffic, oil, and biomass and agriculture. The highest association per interquartile increase was observed for the traffic component (HR: 1.06; 95% CI: 1.04 and 1.08 per 2.86 mu g/m(3) increase) across five identified sources. On a 1 mu g/m(3) basis, the residual oil-related PM2.5 had the strongest association (HR: 1.13; 95% CI: 1.05 and 1.22), which was substantially higher than that for generic PM2.5 mass, suggesting that past estimates using the generic PM2.5 exposure response function have underestimated the potential clean air health benefits of reducing fossil-fuel combustion. Source-specific associations with cause-specific mortality were in general consistent with findings of natural mortality.
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| 9. |
- Eriksson, Elina, 1979-, et al.
(författare)
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Addressing Students’ Eco-anxiety when Teaching Sustainability in Higher Education
- 2022
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Ingår i: Proceedings - 2022 International Conference on ICT for Sustainability, ICT4S 2022. - : Institute of Electrical and Electronics Engineers (IEEE). ; , s. 88-98
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Konferensbidrag (refereegranskat)abstract
- The widespread awareness and the sense of urgency and helplessness regarding the ongoing sustainability crisis (climate change, biodiversity loss etc.) can evoke feelings of grief, sorrow, despair and anxiety. Those emotions are seldom discussed in computing or in computing education. They can have detrimental effects on the well-being of students and others, and also lead to inaction. But concern can on the other hand also be a catalyst for learning. In this paper, we present results and reflections from a research and development project in our introductory course to sustainability and ICT focusing on emotions in sustainability education. We focus on “eco-anxiety” and ask: 1) How is eco-anxiety communicated by students and teachers?, 2) In what ways do students receive support to deal with eco-anxiety? and 3) What could be done to better address eco-anxiety in computing education? We here present an analysis of how we have responded to the phenomenon of eco-anxiety, what activities have been added to the course and an evaluation of these interventions. The results are based on joint reflections that have been guided by literature, a small-scale ethnographic study as well as a course evaluation. The paper will end with recommendations for other ICT4S educators on how they can start addressing eco-anxiety in their education.
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| 10. |
- Eriksson, Elina, 1979-, et al.
(författare)
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Preface of the 5th International Workshop on ICT4S Education
- 2023
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Ingår i: ICT4S-JP 2023 - Joint Proceedings of ICT4S 2023 Doctoral Symposium, Demonstrations and Posters Track and Workshops, co-located with 9th International Conference on Information and Communications Technology for Sustainability, ICT4S 2023. - : CEUR-WS. ; 3562, s. 103-104
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Konferensbidrag (refereegranskat)abstract
- ICT4S as an umbrella concept encompasses several disciplines and areas related to sustainability and ICT, and it can be difficult for an educator to have an overview of all areas and research fronts where interesting, engaging and transformative research is taking place. We provide such a space.
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| 11. |
- Facer, Keri, et al.
(författare)
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How should universities care for the future? : Universities encouraging and supporting students to care for the future – vision or reality
- 2019
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Konferensbidrag (refereegranskat)abstract
- Universities promote themselves to students, to funders and to society as playing a distinctive role in anticipating, shaping and caring for the future. Universities are described variously as ‘crucibles’ for forming the future (Rhodes, 2001), as addressing the ‘grand challenges’ of the 21st century, and as preparing students for the future. As such the self-image and the social identity of the university can be understood as fundamentally anticipatory – imagining, making and acting upon the future. That such a self-image exists is not surprising; universities have since medieval times, sought to claim a distinctive role in producing knowledge about the future (Burrow & Wei, 2000), the Enlightenment was characterised by the production of western science as a unique tool for producing human progress (Dussel, 1993; Wellmon, 2015; Facer & Wei, 2019), while more recently, the call to develop a Science of Anticipation makes a case for the distinctive contribution of universities in the development of foresight (Poli, 2018). Assumptions about the anticipatory capacity of universities, therefore, are lodged firmly in their institutional narratives.And yet, such claims are increasingly difficult to sustain when we consider the relationship between universities and one of the fundamental failures of contemporary anticipation: namely, the significant warming of the climate, and its consequent material, social and ecological disasters. Indeed, while academics have been one of many important groups producing knowledge of ecological damage and climate science, the university as an institution stands accused of complicity in the production of climate change (Wright, 2018; Slaughter, 2012); of acting ‘ecocidally’ (Ainley, 2008); of failing to act to address the most basic sustainability challenges on campuses (Soini et al., 2018); of producing students who are more likely to harm the planet than to protect it (Bonnett, 2013); of developing academic identities that are premised upon internationalisation, travel and exploitation of resources (Tannock, 2010); of sustaining a colonial hierarchy of knowledge that obscures and denigrates the forms of knowledge necessary to developing sustainable modes of life (Pashby and Andreotti, 2016)); and of maintaining disciplinary forms of knowledge that obscure and prevent engagement with the complexity of the entangled social, ecological, political and material phenomenon of climate change.This curated session seeks to name and explore the tensions that constitute the contemporary university and its anticipatory capacity specifically in relation to climate change and to ask what form the university might need to take if it is, in fact, to be capable of caring for the future. In so doing, it addresses two of the core conference themes: caring for the future and anticipatory learning.This interdisciplinary session will comprise a series of six short papers from speakers who draw on backgrounds in philosophy, communication, sustainable development, education, urban studies, computer science, cultural studies and physics and who work in fields ranging from futures studies and sustainable development to education and philosophy. Following these interventions, we will open up a creative discussion, mediated by arts practice, with the wider community of Anticipation Conference delegates. This activity will begin to explore what form a university capable of caring for the future might take. The session will draw on diverse theoretical and empirical resources, but will be particularly informed by thepossibility of the university as a site for convening publics around matters of concern (Latour, 2004) (Simons and Masschelein, 2009) and matters of care (de la Bellacasa, 2011).Drawing on empirical and theoretical studies, the papers will explore a set of key tensions in the development of the anticipatory capacity of the university, specifically in relation to its capacity to care for the future:The politics of knowledge: how can the university build knowledge of and for the future in partnership with other knowledge communities, including those who have previously been disavowed by western science? How might disciplines and knowledge hierarchies need to evolve and adapt, or be radically disrupted, to enable appropriate knowledge and action in relation to the complex futures promised by climate change? How can universities come to reflect, in what they do, the complex nature of anticipation as on one hand related to what might be expected and prepared for now, and on the other as committed to keeping the future open for the unexpected and the new, as an intrinsic component of future-oriented knowledge that resists the colonization of the future in the name of human flourishing?The public roles of the university: some universities are beginning to innovate in anticipatory public pedagogy and public research that positions the university, its staff and students, as social actors in and alongside communities, working to support the development of ‘everyday futures’ and to engage in challenge-led activities. Such a role brings advocates of these activities into tension with those who would see the university as an autonomous site of intellectual production. How do these practices change the anticipatory capabilities of the university? What new collaboration arenas for anticipation can and should be forged between universities and publics? What new institutional structures are adequate to addressing emerging futures?The intergenerational contract: the last six months have seen a growth in student movements, sit-ins and strikes with the 16-year-old climate activist Greta Thunberg a highly visible critique of the failure of older generations to anticipate and address global warming. At the same time, younger climate activists are increasingly reporting burn-out, anxiety and the absence of elders to support them in their struggle. In a context in which youth mistrusts age, and established wisdom is seen as having failed, how will and should the intergenerational relationships of the university evolve?Stewardship and invention: universities are torn between their role as stewards of the past and their potential to invent and create new futures. The narrative of ‘progress’ that has constituted the university since the enlightenment and which is premised upon a linear temporality may now be in question. Drawing on the Adrinka symbol of Sankofa, we will ask how the university’s engagement with the heritage of the past might support imagination and care for the future, how might a synchronous and how might a multi-layered conception of temporality better support the university in its anticipatory practice?
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| 12. |
- Frezza, S., et al.
(författare)
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Modeling global competencies for computing education
- 2018
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Ingår i: ITiCSE 2018 Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450357074 ; , s. 348-349
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Konferensbidrag (refereegranskat)abstract
- This working group contributes to formulating a framework for modeling competencies in the current and future disciplines that comprise computing education. We draw upon the innovative approach taken in the curricular document for information technology (IT2017), curricular competency frameworks, other related documents such as the software engineering competency model (SWECOM), the Skills Framework for the Information Age (SFIA), current research in competency models, and elicitation workshop results from other computing conferences. The outcomes contribute to the Computing Curricula 2020 (CC2020) project, and include the formulation and review of sets of disciplinary-relevant competencies for use in computing education. This work directly informs the CC2020 project sponsored by the Association for Computing Machinery (ACM) and the IEEE Computer Society.
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| 13. |
- Frezza, S., et al.
(författare)
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Modelling competencies for computing education beyond 2020 : A research based approach to defining competencies in the computing disciplines
- 2018
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Ingår i: Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE. - New York, NY, USA : Association for Computing Machinery. - 9781450362238 ; , s. 148-174, s. 148-174
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Konferensbidrag (refereegranskat)abstract
- How might the content and outcomes of tertiary education programmes be described and analysed in order to understand how they are structured and function? To address this question we develop a framework for modelling graduate competencies linked to tertiary degree programmes in the computing disciplines. While the focus of our work is computing the framework is applicable to education more broadly. The work presented here draws upon the pioneering curricular document for information technology (IT2017), curricular competency frameworks, other related documents such as the software engineering competency model (SWECOM), the Skills Framework for the Information Age (SFIA), current research in competency models, and elicitation workshop results from recent computing conferences. The aim is to inform the ongoing Computing Curricula (CC2020) project, an endeavour supported by the Association for Computing Machinery (ACM) and the IEEE Computer Society. We develop the Competency Learning Framework (CoLeaF), providing an internationally relevant tool for describing competencies. We argue that this competency based approach is well suited for constructing learning environments and assists degree programme architects in dealing with the challenge of developing, describing and including competencies relevant to computer and IT professionals. In this paper we demonstrate how the CoLeaF competency framework can be applied in practice, and though a series of case studies demonstrate its effectiveness and analytical power as a tool for describing and comparing degree programmes in the international higher education landscape.
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| 14. |
- Grande, Virginia, 1987-, et al.
(författare)
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Making Visible and Modeling the Underrepresented : Teachers' Reflections on Their Role Modeling in Higher Education
- 2022
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Ingår i: ITiCSE '22. - New York, NY, USA : Association for Computing Machinery. ; , s. 566-567
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Konferensbidrag (refereegranskat)abstract
- This work contributes to a better understanding of computing teachers' perceptions of themselves as role models. Role models are described as important to address under-representation, yet there is little in-depth research on how role modeling works and what university teachers in computing can model to broaden participation in the discipline. We will analyze teachers' reflections on how they may, or want to, be perceived by their students, particularly in terms of professional competencies, emotions and attitudes towards well-being. We will use and further develop an already existing framework on role modeling in computing, and we will relate our findings to existing research on computing and science identities. Modeling aspects outside the computing norm can help provide students with a wider notion of what it means to be a computer scientist. Besides developing the theoretical understanding of computing teachers as role models , our work can support various ways of developing computing teachers' competences and departments' teaching culture. The results are one way to contribute to student diversity and equitable access, and more broadly increase the relevance of computing education for sustainability.
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| 15. |
- Grande, Virginia, et al.
(författare)
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"Participating under the influence" : How role models affect the computing discipline, profession, and student population
- 2018
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Ingår i: Proc. 48th ASEE/IEEE Frontiers in Education Conference. - Piscataway, NJ : IEEE Press. - 9781538611746
-
Konferensbidrag (refereegranskat)abstract
- This full paper in the research track presents how individuals in computing education may have role models that represent different ways of engaging in the discipline and/ or profession as a student or a professional. The study is based on two rounds of interview-based data collection at a department of computing: a longitudinal study of undergraduate students' view of the discipline, and an examination of their teachers' experiences as role models in computing education. Our results challenge traditional views of role models as those who set the norms, presenting instead role models as potentially capable of change, at different scales (including none), depending on their level of power. These role models are students, academics, and other professionals. We show that the potential of role models must be understood with respect to how engagement in computing is constructed in social interaction. Actions are suggested for relevant stakeholders to reflect on which role models are receiving more or less exposure than they should and how through these role models participation in computing can be broadened in terms of not only diverse backgrounds but also ways of engaging in computing.
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| 16. |
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| 17. |
- Grande, Virginia, 1987-, et al.
(författare)
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Reflecting on your Role Modelling with a Scientific Approach
- 2021
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Ingår i: World Engineering Education Forum/Global Engineering Deans Council.
-
Konferensbidrag (refereegranskat)abstract
- Having a role model can be beneficial, e.g. students may have higher self-esteem, motivation and academic achieve- ment. We are all potential role models in different contexts. What is it that we model? If we consider whether there is intention and awareness of our own role modeling, how does it affect our reflection on what others may copy from us? In this workshop, participants from all backgrounds, including educators in any career stage (teachers, course coordinators, teaching assistants,...) are invited to think about their achievements and aspects of themselves that they can model for their students (or equivalent). The discussion then broadens to include all kinds of role modeling that the participants deem needed in the contexts they belong to and who (other than the participant themselves) can model these. The results of these discussions can be used by each participant individually to reflect on their own practice and to support discussions with other stakeholders, such as program coordinators or managers.
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| 18. |
- Grande, Virginia, 1987-, et al.
(författare)
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Role Modeling as a Computing Educator in Higher Education : A Focus on Care, Emotions and Professional Competencies
- 2022
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Ingår i: ITiCSE-WGR '22. - New York, NY, USA : ACM Digital Library. ; , s. 37-63
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Konferensbidrag (refereegranskat)abstract
- This paper provides insights into role modeling by educators in computing that is beyond the technical, theoretical and rational perspectives which have historically been described as dominant in computing. Surveying 199 educators in higher education, we have built on frameworks of role modeling, care, emotions, and professional competencies as a lens to see different ways of engaging in computing.Our quantitative and qualitative findings show how educators model ways of caring (for oneself, other humans and living species, technology, and the planet), emotions, professional competencies and other types of role modeling. Examples of contexts within computing and reasons why an educator can(not) model these aspects bring new light to research on care and emotions being shown in computing.This work contributes to a better understanding of computing educators as potential role models, particularly in terms of displaying emotions and various types of care. Our work can support ways of developing the professional competences of computing educators and the teaching culture of computing departments. Our findings may inspire other educators to think about their own display of emotions and care, and what this transmits to their students. Thus, the work also contributes to the discussion of ways to increase diversity among students and equitable access to computing education.
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| 19. |
- Grande, Virginia, et al.
(författare)
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Role Modeling as a Computing Educator in Higher Education. A Focus on Care, Emotions and Professional Competencies
- 2022
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Ingår i: ITiCSE-WGR '22. - : ACM Digital Library. ; , s. 37-63
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper provides insights into role modeling by educators in computing that is beyond the technical, theoretical and rational perspectives which have historically been described as dominant in computing. Surveying 199 educators in higher education, we have built on frameworks of role modeling, care, emotions, and professional competencies as a lens to see different ways of engaging in computing.Our quantitative and qualitative findings show how educators model ways of caring (for oneself, other humans and living species, technology, and the planet), emotions, professional competencies and other types of role modeling. Examples of contexts within computing and reasons why an educator can(not) model these aspects bring new light to research on care and emotions being shown in computing.This work contributes to a better understanding of computing educators as potential role models, particularly in terms of displaying emotions and various types of care. Our work can support ways of developing the professional competences of computing educators and the teaching culture of computing departments. Our findings may inspire other educators to think about their own display of emotions and care, and what this transmits to their students. Thus, the work also contributes to the discussion of ways to increase diversity among students and equitable access to computing education.
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| 20. |
- Grande, Virginia, 1987-
(författare)
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That's How We Role! A Framework for Role Modeling in Computing and Engineering Education : A Focus on the Who, What, How, and Why
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Role model is a term used in everyday language and literature on education, particularly on diversity, equity, inclusion, and access, describing topics such as motivation and inspiration. However, role model, as a loosely defined concept, is understood and used in different ways. This shows the need for a shared vocabulary and structure to scaffold nuanced reflections and discussions on the who, what, how, and why of role modeling. This thesis describes the development of a framework for role modeling in computing and engineering education. It is focused on the role model’s perspective and is of particular use for educators as role models for students, although it can be used for others in this context.Educators were interviewed and surveyed, and the analysis comprised a phenomenographic approach, thematic coding analysis, argumentation, descriptive statistics, and group comparisons.The framework includes the dimensions of awareness and intention of role modeling. All educators are potential role models, regardless of whether we are aware of what we are role modeling and whether we intend for this to be emulated.What can be modeled is presented as achievements and aspects. As lenses to reflect on which ones a teacher should role model, we bring virtue ethics, care ethics, and ethics of freedom. Context and norms matter in role modeling, such as in who is a role model, as we argue for using research on identity and the history of computing. We provide examples of how and why educators role model (or not) care, emotions, and professional competencies outside norms in the disciplines. This thesis broadens how we understand and discuss role modeling in research and practice, including what can be modeled and obstacles to it. Practical examples (including reflection prompts) of how to use the framework are included for educators and other practitioners.
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| 21. |
- Grande, Virginia, PhD, 1987-, et al.
(författare)
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The virtuous, the caring, and the free : ethical theory to understand the ethics of the teacher as a role model in engineering education
- 2023
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Ingår i: European Journal of Engineering Education. - : TAYLOR & FRANCIS LTD. - 0304-3797 .- 1469-5898.
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we discuss the ethical responsibilities of being a role model as an engineering teacher in higher education. We draw on virtue ethics, care ethics, ethics of freedom and role modeling theory, using Grande's framework for engineering education. We argue that the three ethical theories give different views on the ethics of role modeling as a teacher. Virtue ethics implies that the teacher should behave as virtuously as possible to encourage students to emulate character traits. Care ethics implies that the ethics of role modeling is fundamentally about care practices, emphazising relationships and values such as attentiveness and responsibility. Ethics of freedom urges the teacher to grant individuals opportunities to develop and be free from the control of others. By using role modeling and ethical theory, we aim to show how theory has an impact on both teaching practices and could underpin empirical research in engineering education.
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| 22. |
- Grande, Virginia, 1987-, et al.
(författare)
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Types of Role Models for the Frontiers in Education (FIE) Community
- 2020
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Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - : Institute of Electrical and Electronics Engineers (IEEE). - 9781728189628 - 9781728189611
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Konferensbidrag (refereegranskat)abstract
- In this Special Session participants explore role modeling in the context of IEEE/ASEE Frontiers in Education (FIE). Role models are important in engineering education, due to their being beneficial for those who have them. While educators and other professionals may strive to be role models for others, there is little research in this area to support this goal. How do we talk about role models? How can we reflect on what we can model and how, as individuals and through giving visibility to others? Conferences like FIE are great venues to provide participants with role models. What kind of role models are FIE attendees after? In this special session participants at any career stage are introduced to Grande's theory of role modeling to address these questions. The groups will use Grande's theory to reflect on what kind of role models they would find interesting to look for in FIE. This aims to increase reflection on role modeling by the participants while also informing the organization of the event, who can consider increasing the visibility of the identified potential role models. Participants can later use a similar process to reconsider their role modeling in other areas, e.g. as teachers for their students, managers for their employees, or as conference organizers to analyze what kind of role models they are inviting to their events.
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| 23. |
- Grande, Virginia, et al.
(författare)
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Understanding how Role Models Make and Broaden Computer Science : in Symposium “What is the Science in Science identity?”
- 2021
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Ingår i: <em>Proceedings of the Proceedings of the European Science Education Research Association (ESERA)</em>.
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Konferensbidrag (refereegranskat)abstract
- In computer science, there are many efforts to broaden participation especially in terms of gender and ethnicity. A common component of these initiatives is role modeling. Here we introduce the idea of understanding and developing diverse role models in higher education through the analysis of computer science identity. We use ethics to reason about the discipline and role modeling in a teaching context. This work on diverse role models is based on Grande's previous model for role modeling. This model aims to support reflections on what can be modeled, by whom and how. It is based on an interview study with higher education teachers using a phenomenographic approach. A role model represents ways of participating and being recognized in the discipline. However, being a role model is limited and affected by the ways in which computing is constructed in social interaction. A longitudinal study conducted by Peters shows how computer science is constructed in narrow ways, which limits the ways of being recognized as a computing student and professional. This limits the opportunities for role modeling, as is illustrated in this work. We use theories in ethics and education such as virtue ethics and Biesta’s purposes of education to discuss the teacher’s role in making visible various computer science identities through role modeling as a way of broadening the discipline and disciplinary identity.
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| 24. |
- Grande, Virginia, et al.
(författare)
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Who is a Role Model? : An Open Discussion on the Role of Role Modeling in Engineering Education
- 2022
-
Ingår i: Proceedings. - : Institute of Electrical and Electronics Engineers (IEEE).
-
Konferensbidrag (refereegranskat)abstract
- While role models are frequently mentioned in literature to broaden participation in engineering education, there are diverse ways of understanding what role modeling is, what it entails and what theory we can use to support our own reflections as professionals and students in engineering who can act as role models for others in the discipline. In this special session we invite participants to discuss their own conceptions of role modeling, in terms of what can be modeled, the intention and awareness of it, and how this may be perceived by others. To support the discussions we introduce Grande's framework of role modeling, which builds on role modeling theory. The format of the session will be that of a World Café, where participants will alternate their participation in discussions at five different tables, each table with a theme related to the framework. With these conversations we expect participants to go back to their own contexts in academia and industry to continue the discussion with their colleagues. We also invite them to connect with facilitators and others at the session to continue research efforts in the area of role modeling in engineering education.
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| 25. |
- Grande, Virginia, 1987-, et al.
(författare)
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Who is a Role Model? An Open Discussion on the Role of Role Modeling in Engineering Education
- 2022
-
Konferensbidrag (refereegranskat)abstract
- While role models are frequently mentioned in literature to broaden participation in engineering education, there are diverse ways of understanding what role modeling is, what it entails and what theory we can use to support our own reflections as professionals and students in engineering who can act as role models for others in the discipline. In this special session we invite participants to discuss their own conceptions of role modeling, in terms of what can be modeled, the intention and awareness of it, and how this may be perceived by others. To support the discussions we introduce Grande’s framework of role modeling, which builds on role modeling theory. The format of the session will be that of a World Café, where participants will alternate their participation in discussions at five different tables, each table with a theme related to the framework. With these conversations we expect participants to go back to their own contexts in academia and industry to continue the discussion with their colleagues. We also invite them to connect with facilitators and others at the session to continue research efforts in the area of role modeling in engineering education.
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| 26. |
- Holliday, Katelyn M., et al.
(författare)
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Gaseous air pollutants and DNA methylation in a methylome-wide association study of an ethnically and environmentally diverse population of US adults
- 2022
-
Ingår i: Environmental Research. - : Elsevier. - 0013-9351 .- 1096-0953. ; 212
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Tidskriftsartikel (refereegranskat)abstract
- Epigenetic mechanisms may underlie air pollution-health outcome associations. We estimated gaseous air pollutant-DNA methylation (DNAm) associations using twelve subpopulations within Women's Health Initiative (WHI) and Atherosclerosis Risk in Communities (ARIC) cohorts (n = 8397; mean age 61.3 years; 83% female; 46% African-American, 46% European-American, 8% Hispanic/Latino). We used geocoded participant address-specific mean ambient carbon monoxide (CO), nitrogen oxides (NO2; NOx), ozone (O-3), and sulfur dioxide (SO2) concentrations estimated over the 2-, 7-, 28-, and 365-day periods before collection of blood samples used to generate Illumina 450 k array leukocyte DNAm measurements. We estimated methylome-wide, subpopulation-and race/ethnicity-stratified pollutant-DNAm associations in multi-level, linear mixed-effects models adjusted for sociodemographic, behavioral, meteorological, and technical covariates. We combined stratum-specific estimates in inverse variance-weighted meta-analyses and characterized significant associations (false discovery rate; FDR<0.05) at Cytosine-phosphate-Guanine (CpG) sites without among-strata heterogeneity (P-Cochran's Q > 0.05). We attempted replication in the Cooperative Health Research in Region of Augsburg (KORA) study and Normative Aging Study (NAS). We observed a -0.3 (95% CI: -0.4, -0.2) unit decrease in percent DNAm per interquartile range (IQR, 7.3 ppb) increase in 28-day mean NO2 concentration at cg01885635 (chromosome 3; regulatory region 290 bp upstream from ZNF621; FDR = 0.03). At intragenic sites cg21849932 (chromosome 20; LIME1; intron 3) and cg05353869 (chromosome 11; KLHL35; exon 2), we observed a -0.3 (95% CI: -0.4, -0.2) unit decrease (FDR = 0.04) and a 1.2 (95% CI: 0.7, 1.7) unit increase (FDR = 0.04), respectively, in percent DNAm per IQR (17.6 ppb) increase in 7-day mean ozone concentration. Results were not fully replicated in KORA and NAS. We identified three CpG sites potentially susceptible to gaseous air pollution-induced DNAm changes near genes relevant for cardiovascular and lung disease. Further harmonized investigations with a range of gaseous pollutants and averaging durations are needed to determine the effect of gaseous air pollutants on DNA methylation and ultimately gene expression.
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| 27. |
- Kinnunen, Päivi, et al.
(författare)
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Understanding initial undergraduate expectations and identity in computing studies
- 2018
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Ingår i: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. ; 43:2, s. 201-218
-
Tidskriftsartikel (refereegranskat)abstract
- There is growing appreciation of the importance of understanding thestudent perspective in Higher Education (HE) at both institutional andinternational levels. This is particularly important in Science, Technology,Engineering and Mathematics subjects such as Computer Science (CS)and Engineering in which industry needs are high but so are studentdropout rates. An important factor to consider is the management ofstudents’initial expectations of university study and career. This paperreports on a study of CSfirst-year students’expectations across threeEuropean countries using qualitative data from student surveys andessays. Expectation is examined from both short-term (topics to bestudied) and long-term (career goals) perspectives. Tackling these issueswill help paint a picture of computing education through students’eyesand explore their vision of its and their role in society. It will also helpeducators prepare students more effectively for university study and toimprove the student experience.
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| 28. |
- Koch Svedberg, Gion, 1961-, et al.
(författare)
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Om utbildningens möjlighet att förändra den mansdominerade teknikkulturen.
- 2021. - 1:1
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Ingår i: Genus och professioner. - Lund : Studentlitteratur AB. - 9789144126548 ; , s. 223-241
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Vi har utvecklat en förenklad systemmodell för att visa på de komplexa sambanden mellan teknik, samhälle och maskuliniteter, som de beskrivs i litteraturen. Sambanden illustreras genom empiriskt material från en studie om högre utbildning inom datavetenskap. Utifrån systemmodellen diskuterar vi slutligen universitetens möjligheter att förändra den mansdominerade teknikkulturen.
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| 29. |
- Liu, Shuo, et al.
(författare)
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Long-term exposure to low-level air pollution and incidence of asthma : the ELAPSE project
- 2021
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Ingår i: European Respiratory Journal. - : European Respiratory Society (ERS). - 0903-1936 .- 1399-3003. ; 57:6
-
Tidskriftsartikel (refereegranskat)abstract
- Background: Long-term exposure to ambient air pollution has been linked to childhood-onset asthma, although evidence is still insufficient. Within the multicentre project Effects of Low-Level Air Pollution: A Study in Europe (ELAPSE), we examined the associations of long-term exposures to particulate matter with a diameter <2.5 mu m (PM2.5), nitrogen dioxide (NO2) and black carbon (BC) with asthma incidence in adults.Methods: We pooled data from three cohorts in Denmark and Sweden with information on asthma hospital diagnoses. The average concentrations of air pollutants in 2010 were modelled by hybrid land-use regression models at participants' baseline residential addresses. Associations of air pollution exposures with asthma incidence were explored with Cox proportional hazard models, adjusting for potential confounders.Results: Of 98326 participants, 1965 developed asthma during a mean follow-up of 16.6 years. We observed associations in fully adjusted models with hazard ratios of 1.22 (95% CI 1.04-1.43) per 5 mu g.m(-3) for PM2.5, 1.17 (95% CI 1.10-1.25) per 10 mu g.m(-3) for NO2 and 1.15 (95% CI 1.08-1.23) per 0.5 x 10(-5) m(-1) for BC. Hazard ratios were larger in cohort subsets with exposure levels below the European Union and US limit values and possibly World Health Organization guidelines for PM2.5 and NO2. NO 2 and BC estimates remained unchanged in two-pollutant models with PM2.5, whereas PM2.5 estimates were attenuated to unity. The concentration-response curves showed no evidence of a threshold.Conclusions: Long-term exposure to air pollution, especially from fossil fuel combustion sources such as motorised traffic, was associated with adult-onset asthma, even at levels below the current limit values.
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| 30. |
- Liu, Shuo, et al.
(författare)
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Long-term exposure to low-level air pollution and incidence of chronic obstructive pulmonary disease : The ELAPSE project
- 2021
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Ingår i: Environment International. - : Elsevier BV. - 0160-4120 .- 1873-6750. ; 146
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Tidskriftsartikel (refereegranskat)abstract
- Background: Air pollution has been suggested as a risk factor for chronic obstructive pulmonary disease (COPD), but evidence is sparse and inconsistent.Objectives: We examined the association between long-term exposure to low-level air pollution and COPD incidence.Methods: Within the 'Effects of Low-Level Air Pollution: A Study in Europe' (ELAPSE) study, we pooled data from three cohorts, from Denmark and Sweden, with information on COPD hospital discharge diagnoses. Hybrid land use regression models were used to estimate annual mean concentrations of particulate matter with a diameter < 2.5 mu m (PM2.5), nitrogen dioxide (NO2), and black carbon (BC) in 2010 at participants' baseline residential addresses, which were analysed in relation to COPD incidence using Cox proportional hazards models.Results: Of 98,058 participants, 4,928 developed COPD during 16.6 years mean follow-up. The adjusted hazard ratios (HRs) and 95% confidence intervals for associations with COPD incidence were 1.17 (1.06, 1.29) per 5 mu g/m(3) for PM2.5, 1.11 (1.06, 1.16) per 10 mu g/m(3) for NO2, and 1.11 (1.06, 1.15) per 0.5 10(-5) m(-1) for BC. Associations persisted in subset participants with PM2.5 or NO2 levels below current EU and US limit values and WHO guidelines, with no evidence for a threshold. HRs for NO2 and BC remained unchanged in two-pollutant models with PM2.5, whereas the HR for PM2.5 was attenuated to unity with NO2 or BC.Conclusions: Long-term exposure to low-level air pollution is associated with the development of COPD, even below current EU and US limit values and possibly WHO guidelines. Traffic-related pollutants NO2 and BC may be the most relevant.
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| 31. |
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| 32. |
- Mendick, Heather, et al.
(författare)
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How post-Bologna policies construct the purposes of higher education and students' transitions into Masters programmes
- 2023
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 22:2, s. 236-253
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we address the questions: How is the purpose of higher education constructed within policy texts from the European Higher Education Area (EHEA), England and Sweden? How does this position students in making the transition from Bachelor to Masters? We do this through analysis of two recent policy documents from each of the EHEA, England and Sweden, identifying key discourses including the meanings, oppositions, contradictions and logics that structure the texts. We look at what aspects of ‘global policyspeak’ are common across them, what are their particularities and how these are shaped by distinct histories. We argue that all the texts represent neoliberal policies in sharing an economic rationale for higher education and in individualising the benefits of university education. Students are, in their transition from Bachelor to Masters, expected to maximise their employability and their ability to contribute to the national and global knowledge economy. However, there are also differences between the policy documents, tensions within them and alternative discourses, such as a focus on dialogue and academic freedom that challenge the reduction of higher education to the economic.
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| 33. |
- Minelli, Caterina, et al.
(författare)
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Versailles project on advanced materials and standards (VAMAS) interlaboratory study on measuring the number concentration of colloidal gold nanoparticles
- 2022
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Ingår i: Nanoscale. - : Royal Society of Chemistry (RSC). - 2040-3372 .- 2040-3364. ; 14, s. 4690-4704
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Tidskriftsartikel (refereegranskat)abstract
- We describe the outcome of a large international interlaboratory study of the measurement of particle number concentration of colloidal nanoparticles, project 10 of the technical working area 34, "Nanoparticle Populations" of the Versailles Project on Advanced Materials and Standards (VAMAS). A total of 50 laboratories delivered results for the number concentration of 30 nm gold colloidal nanoparticles measured using particle tracking analysis (PTA), single particle inductively coupled plasma mass spectrometry (spICP-MS), ultraviolet-visible (UV-Vis) light spectroscopy, centrifugal liquid sedimentation (CLS) and small angle X-ray scattering (SAXS). The study provides quantitative data to evaluate the repeatability of these methods and their reproducibility in the measurement of number concentration of model nanoparticle systems following a common measurement protocol. We find that the population-averaging methods of SAXS, CLS and UV-Vis have high measurement repeatability and reproducibility, with between-labs variability of 2.6%, 11% and 1.4% respectively. However, results may be significantly biased for reasons including inaccurate material properties whose values are used to compute the number concentration. Particle-counting method results are less reproducibile than population-averaging methods, with measured between-labs variability of 68% and 46% for PTA and spICP-MS respectively. This study provides the stakeholder community with important comparative data to underpin measurement reproducibility and method validation for number concentration of nanoparticles.
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| 34. |
- Najimudeen, Amani, et al.
(författare)
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Exploring Perception in Computer Graphics Education : A Swedish Perspective
- 2024
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Ingår i: ITiCSE 2024 - Proceedings of the 2024 Conference Innovation and Technology in Computer Science Education. - : Association for Computing Machinery (ACM). ; , s. 743-749
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Konferensbidrag (refereegranskat)abstract
- Understanding human perception is fundamental to computer graphics. However, computer science and engineering education have a track record of neglecting human concerns in favour of technical and scientific matters. The diverse and rapidly evolving nature of the field also means that educators need to be highly selective in what concepts and skills to include in syllabuses, potentially complicating the inclusion of perceptual topics in computer graphics courses. This study explores the treatment of perception as a topic in introductory computer graphics courses at Swedish universities, through analysis of course syllabuses and the attitudes of educators. Data from 22 syllabuses, three interviews and six responses from a survey were collected across twelve universities. While educators agree on the importance of understanding human perception in graphics creation, the results present a diverse set of approaches and attitudes toward teaching it. Approaches ranged from minimal inclusion to dedicated lectures, across varying perceptual topics, and perception was rarely mentioned in the course objectives. Overall, approaches seemed influenced mainly by student backgrounds, time, educator experiences, and challenges of addressing foundational skills. Based on these findings, some ways to better integrate perceptual aspects in existing curricula are proposed.
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| 35. |
- Peters, Anne-Kathrin, et al.
(författare)
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Care ethics to develop computing and engineering education for sustainability
- 2020
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Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - : IEEE. - 9781728189611 - 9781728189628
-
Konferensbidrag (refereegranskat)abstract
- The aim of this special session is to connect researchers interested in computing and engineering education for sustainability. We will explore the use of care and care ethics as a theoretical perspective to develop sustainability education. Theoretical discussions in environmental and sustainability education (ESE) research and feminist research will be introduced to develop an understanding of care for education. Those theories will be illustrated and motivated based on concrete examples in computing and computing education. The participants get to choose among four different topics of discussion in the session, 1) the role of education to prepare for care, 2) theoretical discussions of care as a concept to develop education and education research, 3) pedagogical methods to foster care, 4) care and responsibility in the curriculum. The outcome of this session is two-fold: The participants will gain new ways of conceiving education for human and planetary well-being and they will get to know researchers and educational developers with an interest in and experiences with sustainability education.
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| 36. |
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| 37. |
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| 38. |
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| 39. |
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| 40. |
- Peters, Anne-Kathrin
(författare)
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Learning Computing at University: Participation and Identity : A Longitudinal Study
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Computing education has struggled with student engagement and diversity in the student population for a long time. Research in science, technology, engineering, and mathematics (STEM) education suggests that taking a social, long-term perspective on learning is a fruitful approach to resolving some of these persistent challenges.A longitudinal study has been conducted, following students from two computing study programmes (CS/IT) over a three-year period. The students reflected on their experiences with CS/IT in a series of interviews. Drawing on social identity theory, the analysis has focused on describing participation in CS/IT, doing, thinking, feeling in relation to CS/IT, as negotiated among different people.Phenomenographic analysis yields an outcome space that describes increasingly broad ways in which the students experience participation in CS/IT over the years. Two further outcome spaces provide nuanced insights into experiences that are of increasing relevance as the students advance in their studies; participation as problem solving and problem solving for others. Problem solving defined as solving difficult (technical) problems seems predominate in the learning environment. Problem solving for others brings the user into perspective, but first in the human computer interaction (HCI) course in year three. Students react with scepticism to HCI, excluding HCI from computing, some are students who commenced their studies with broader interests in computing.Demonstrating (technical) problem solving competence is the most vital indicator competence in the two study programmes and the students adapt their reflections on who they are as computing students and professionals accordingly. People showing broader interests in computing risk being marginalised. I identify a gap between conceptions of computing as interdisciplinary and important for society and constructions of computing as technical. Closing the gap could improve retention and diversity, and result in graduates that are better prepared to contribute to societal development.
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| 41. |
- Peters, Anne-Kathrin
(författare)
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Participation and learner trajectories in computing education
- 2019
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Ingår i: Bridging Research and Practice in Science Education. - Cham : Springer Nature. ; , s. 139-152
-
Konferensbidrag (refereegranskat)abstract
- Decades of research on engagement, retention, and under-representation in STEM conclude that a better understanding of learner development as a long-term, social process is needed. Social identity theory is increasingly used to understand the interplay between individual development and social structure. The present report summarises findings from a longitudinal study that followed computing students from the beginning of their university studies over a 3-year period (23 participants in year 1, 18 participants in year 3). The aim has been to explore the students’ relationship to their field of study and how it changes as the students engage in their studies. Interviews were conducted in which the students reflected on their interests and experiences with CS/IT prior to and during their studies, as well as on their future career. Informed by social identity theory, the focus has been to analyse and describe students’ experiences of participation in their field of study, i.e. doing, thinking, and feeling, in relation to CS/IT, negotiated among different people, and to discuss learner trajectories based on the insights into participation. A phenomenographic analysis yields an outcome space that describes different ways in which the students experience participation in CS/IT. Three ways of experiencing participation are particularly relevant to understand learner trajectories, participation as creating digital artefacts, problem-solving, and problem-solving for others. Participation as creating and (technical) problem-solving appear to be central at the university, which encourages trajectories towards being a computing person that enjoys creating digital artefacts and (technical) problem-solving. Students who have an interest in computing beyond the technical, e.g. social aspects, get little support. They risk being questioned by people who position computing as technical and theoretical and as a discipline that requires being objective.
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| 42. |
- Peters, Anne-Kathrin, et al.
(författare)
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Preparing the global software engineer
- 2015
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Ingår i: Proc. 10th International Conference on Global Software Engineering. - Los Alamitos, CA : IEEE Computer Society. - 9781479984091 ; , s. 61-70
-
Konferensbidrag (refereegranskat)
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| 43. |
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| 44. |
- Peters, Anne-Kathrin
(författare)
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Students' experience of participation in a discipline : A longitudinal study of computer science and IT engineering students
- 2019
-
Ingår i: ACM Transactions on Computing Education. - : Association for Computing Machinery (ACM). - 1946-6226. ; 19:1, s. 1-28
-
Tidskriftsartikel (refereegranskat)abstract
- This article concludes a longitudinal study with the broader aim to explore learner development as a long-term, social process. One goal has been to inform the endeavours of improving student engagement, retention, as well as under-representation of certain demographics in computing.Students of two computer science--related study programmes (CS/IT) reflected on their engagement in their field of study at different times during the first three study years. Drawing on social identity theory, the focus has been to analyse and describe different ways in which the students experience participation in CS/IT, i.e., doing, thinking, and feeling, in relation to CS/IT, negotiated among different people. Insights into participation in CS/IT were used to discuss what it entails to fit in and become a computing professional.Phenomenographic analysis yields an outcome space that describes increasingly broad ways in which first-, second-, and third-year students experience participation in CS/IT. Two further outcome spaces provide nuanced insights into experiences that are of increasing relevance as the students advance in their studies, participation as problem solving, and problem solving for others.Participation as problem solving appears to be central in this learning environment and the students integrate such experiences into their histories of engagement in CS/IT. In study year 3, the students also reason about participation as problem solving for others that they encounter in the human computer interaction course. However, at that time several students perform a technical problem solver identity and reject such broader ways of participating in CS/IT.
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| 45. |
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| 46. |
- Peters, Anne-Kathrin, Dr. 1984-, et al.
(författare)
-
Sustainability in Computing Education : A Systematic Literature Review
- 2024
-
Ingår i: ACM Transactions on Computing Education. - : Association for Computing Machinery (ACM). - 1946-6226. ; 24:1
-
Forskningsöversikt (refereegranskat)abstract
- Research shows that the global society as organized today, with our current technological and economic system, is impossible to sustain. We are living in an era in which human activities in highly industrialized countries are responsible for overshooting several planetary boundaries, with poorer communities contributing the least to the problems but being impacted the most. At the same time, technical and economic gains fail to provide society at large with equal opportunities and improved quality of life. This article describes approaches taken in computing education to address the issue of sustainability. It presents results of a systematic review of the literature on sustainability in computing education. From a set of 572 publications extracted from six large digital libraries plus snowballing, we distilled and analyzed 89 relevant primary studies. Using an inductive and deductive thematic analysis, we study (i) conceptions of sustainability, computing, and education; (ii) implementations of sustainability in computing education; and (iii) research on sustainability in computing education. We present a framework capturing learning objectives and outcomes as well as pedagogical methods for sustainability in computing education. These results can be mapped to existing standards and curricula in future work. We find that only a few of the articles engage with the challenges as calling for drastic systemic change, along with radically new understandings of computing and education. We suggest that future work should connect to the substantial body of critical theory, such as feminist theories of science and technology. Existing research on sustainability in computing education may be considered rather immature, as the majority of articles are experience reports with limited empirical research.
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| 47. |
- Peters, Anne-Kathrin, et al.
(författare)
-
Sustainability in Computing Education: A Systematic Literature Review
- 2024
-
Ingår i: ACM Transactions on Computing Education. - : ASSOC COMPUTING MACHINERY. - 1946-6226. ; 24:1
-
Forskningsöversikt (refereegranskat)abstract
- Research shows that the global society as organized today, with our current technological and economic system, is impossible to sustain. We are living in an era in which human activities in highly industrialized countries are responsible for overshooting several planetary boundaries, with poorer communities contributing the least to the problems but being impacted the most. At the same time, technical and economic gains fail to provide society at large with equal opportunities and improved quality of life. This article describes approaches taken in computing education to address the issue of sustainability. It presents results of a systematic review of the literature on sustainability in computing education. From a set of 572 publications extracted from six large digital libraries plus snowballing, we distilled and analyzed 89 relevant primary studies. Using an inductive and deductive thematic analysis, we study (i) conceptions of sustainability, computing, and education; (ii) implementations of sustainability in computing education; and (iii) research on sustainability in computing education. We present a framework capturing learning objectives and outcomes as well as pedagogical methods for sustainability in computing education. These results can be mapped to existing standards and curricula in future work. We find that only a few of the articles engage with the challenges as calling for drastic systemic change, along with radically new understandings of computing and education. We suggest that future work should connect to the substantial body of critical theory, such as feminist theories of science and technology. Existing research on sustainability in computing education may be considered rather immature, as the majority of articles are experience reports with limited empirical research.
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| 48. |
- Peters, Anne-Kathrin, Dr. 1984-, et al.
(författare)
-
Sustainability in Computing Education: A Systematic Literature Review
- 2024
-
Ingår i: ACM Transactions on Computing Education. - : Association for Computing Machinery (ACM). - 1946-6226. ; 24
-
Tidskriftsartikel (refereegranskat)abstract
- Research shows that the global society as organized today, with our current technological and economic system, is impossible to sustain. We are living in an era in which human activities in highly industrialized countries are responsible for overshooting several planetary boundaries, with poorer communities contributing the least to the problems but being impacted the most. At the same time, technical and economic gains fail to provide society at large with equal opportunities and improved quality of life. This article describes approaches taken in computing education to address the issue of sustainability. It presents results of a systematic review of the literature on sustainability in computing education. From a set of 572 publications extracted from six large digital libraries plus snowballing, we distilled and analyzed 89 relevant primary studies. Using an inductive and deductive thematic analysis, we study (i) conceptions of sustainability, computing, and education; (ii) implementations of sustainability in computing education; and (iii) research on sustainability in computing education. We present a framework capturing learning objectives and outcomes as well as pedagogical methods for sustainability in computing education. These results can be mapped to existing standards and curricula in future work. We find that only a few of the articles engage with the challenges as calling for drastic systemic change, along with radically new understandings of computing and education. We suggest that future work should connect to the substantial body of critical theory, such as feminist theories of science and technology. Existing research on sustainability in computing education may be considered rather immature, as the majority of articles are experience reports with limited empirical research.
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| 49. |
- Peters, Anne-Kathrin, et al.
(författare)
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The making of a computer scientist
- 2018
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Ingår i: XRDS. - : Association for Computing Machinery (ACM). - 1528-4972 .- 1528-4980. ; 25:1, s. 7-8
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Tidskriftsartikel (refereegranskat)
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| 50. |
- Peters, Anne-Kathrin
(författare)
-
The role of students' identity development in higher education in computing
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Higher Education Research in science, technology, engineering, and mathematics (STEM) indicates that students are not well supported in the process of integrating their educational experience with their perception of who they are and want to become. This is associated with drop-out and also has consequences for student learning. Here, learning is defined in the broad sense of personal and professional development.This thesis presents results from a research project that explores students' identity development during their first three years of studies. The analysis and results build on interview and essay data collected during a longitudinal study of students in two study programmes at Uppsala University, Computer and Information Engineering (IT) and Computer Science (CS). The main body of data analysed for this thesis was collected from the students at the beginning and end of their first study year.A research framework to study identity has been developed. The notion of identity used in this work has been inspired by Lave and Wenger's social theory of learning, and theory of situated learning. Identity, in this work, refers to students' histories of experiences with a focus on how they negotiate meaning within the discipline of CS/IT.The results describe aspects of CS/IT students' identities and provide a basis from which to discuss the implications of identity for learning and education, as well as to reason about how identity development can be supported in CS/IT education.
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