| 1. |
- 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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| 2. |
- Grande, Virginia, et al.
(författare)
-
Role Modeling as a Computing Educator in Higher Education. A Focus on Care, Emotions and Professional Competencies
- 2022
-
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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| 3. |
- 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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| 4. |
- Humble, Niklas
(författare)
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Programming in grade 7-9 : Action possibilities and constraints from the perspective of mathematics and technology teachers
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The idea of using programming in fields outside of computer science is not new, but it has received renewed attention with the global trend of integrating programming in school curricula. In the Swedish context, mathematics and technology teachers for grades 7-9 have been significantly affected by the integration of programming. Previous research has highlighted the opportunities and challenges presented by this integration and shown that programming is a relevant skill for students to acquire, but it also shows that teachers often lack knowledge, skill and guidance for this integration. The knowledge object of the thesis is to develop knowledge about teachers’ perceived affordances (action possibilities) and constraints in using programming in grade 7-9 mathematics and technology. The thesis includes five papers and uses a qualitative approach to identify action possibilities and constraints of using programming in grade 7-9 mathematics and technology. These action possibilities and constraints relate to three aspects of teaching and learning: subject content, motivation and engagement, and digital competence. Together, the findings provide a conceptual model for what programming can be used for in grade 7-9 mathematics and technology. This conceptual model, which incorporates action possibilities and constraints of programming related to the three aspects of teaching and learning mentioned above, represents the contribution of the thesis. The thesis provides new insights into the understanding of teachers’ use and perceptions of programming for teaching and learning in grade 7-9 mathematics and technology (the study object). The thesis also has practical implications for the future design of professional development courses on programming for teachers and how programming should be used and integrated in an educational context.
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| 5. |
- Riese, Emma
(författare)
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Perspectives on Assessment in Introductory Computer Science Courses : Exploring and Comparing Experiences of Students, Teaching Assistants, and Course Coordinators
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Assessments of students' performances, including providing the students with feedback, are central parts of course design in higher education. These assessments can be carried out in different ways and with different purposes. The introductory programming courses (CS1) are often given to a large group of students, many of whom are non-computer science majors. To conduct the assessments and provide the students with individual feedback, teaching assistants (TAs, students with prior experience of the subject) are often employed to assist the course coordinators (main instructors) in these courses.The practice-based research aim of this thesis is to give recommendations to course coordinators and TAs on how to integrate assessment situations in CS1 courses, aiming to be experienced as fair and valid examinations and opportunities to provide the students with useful feedback. To do so, the experiences and use of assessments within CS1 courses given to non-computer science majors, are explored from the perspective of students, TAs, and course coordinators. The three stakeholders' experiences are also compared, and to further understand the experiences, the TAs' and course coordinators' perceptions of their roles in relation to the assessments are explored. The studied assessment types include lab assignments, midterm exams, and individual final projects. By using a mixed-method approach with a qualitative starting point, each of the stakeholders' perspectives has been studied in detail, mostly within a Swedish context. The research uncovers the complex role of the TAs and the other stakeholders' strong dependency on them. The results suggest that each of the three studied assessment types has weaknesses and strengths that often are experienced differently by the stakeholders. This includes pitfalls with how assessment situations, designed by course coordinators to be both learning activities and graded, are challenging for the TAs to conduct. The assessments then risk being experienced by the students as unfair or dependent on the TA. Further, the results suggest that TAs face challenges related to the student-TA relationship, specifically how to handle being friends with the students they teach. The large group of students limits the course coordinators' role in the assessments, and they have a monitoring role not always visible to the students.Recommendations for TAs and course coordinators, grounded in the research results, are presented in the thesis. Further implications from the research, in the form of TA training initiatives, are also described and evaluated as part of this thesis work.
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