Portland, Oregon
June 23, 2024
June 23, 2024
June 26, 2024
Diversity and NSF Grantees Poster Session
10
10.18260/1-2--46916
https://peer.asee.org/46916
67
Bahar Memarian is a researcher, educator, and analyst with research interests in the areas of Engineering Education, Education, and Human Factors Engineering. She is currently a post-doctoral fellow and holds a Ph.D. degree in Industrial Engineering (Human Factors and Cognitive Engineering Stream) and the Collaborative Specialization in Engineering Education at the University of Toronto
Ashish Amresh is an Associate Professor in Computer Science at Northern Arizona University. He researchers broadening participation of CS in native-serving schools.
Dr. Jeffrey Hovermill is an Associate Professor of Mathematics Education at Northern Arizona University. He serves as Project Coordinator for the NSF-funded Project Let's Talk Code.
Culturally relevant experiences have been an important factor for Indigenous populations and integrations in the curriculum. Even though research surrounding Indigenous integrations in the STEM curriculum exists, little work has been done to compare teachers’ experiences of professional development initiatives to infuse Indigenous factors in the curriculum, specifically when the curriculum is developed through a research practitioner partnership (RPP) approach. This paper describes the details of the activities within the code.org platform undertaken by a diverse set of high school teachers with no prior computer science (CS) experience. The results of surveys conducted to obtain feedback regarding their professional learning experiences, specifically comparing pre-post professional learning that aims to improve their CS skills. Multiple modalities were utilized for the teacher's professional learning activity (online/in-person / cohort). Findings (survey and code.org statistics) reveal that professional development has improved the teachers’ confidence in teaching and willingness to teach and integrate CS within their current courses. The contribution of this work is in sharing the findings as they relate to the multiple modalities and identifying areas of challenges and improvement for future work.
Memarian, B., & Amresh, A., & Hovermill, J. (2024, June), Board 335: Native American Teachers’ Pre-post Participation Experiences in Online Coding Curriculum and Professional Learning Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46916
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