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Board 335: Native American Teachers’ Pre-post Participation Experiences in Online Coding Curriculum and Professional Learning

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Conference

2024 ASEE Annual Conference & Exposition

Location

Portland, Oregon

Publication Date

June 23, 2024

Start Date

June 23, 2024

End Date

June 26, 2024

Conference Session

NSF Grantees Poster Session

Tagged Topics

Diversity and NSF Grantees Poster Session

Page Count

10

DOI

10.18260/1-2--46916

Permanent URL

https://peer.asee.org/46916

Download Count

67

Paper Authors

biography

Bahar Memarian University of Toronto Orcid 16x16 orcid.org/0000-0003-0671-3127

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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

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biography

Ashish Amresh Northern Arizona University Orcid 16x16 orcid.org/0000-0003-3722-0720

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Ashish Amresh is an Associate Professor in Computer Science at Northern Arizona University. He researchers broadening participation of CS in native-serving schools.

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biography

Jeffrey Hovermill Northern Arizona University

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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.

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Abstract

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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