Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Women in Engineering
Computer Science (CS) is not introduced equitably across the K-12 curriculum in Mississippi (MS), yet it is a necessary skill in an increasingly digital society. Inconsistent funding levels across the 138 public school districts in MS and a lack of broadband access in some areas contribute to this lack of access. Co-curricular activities such as summer camps have become a popular way to introduce CS to K-12 students since many school districts lag behind in the introduction of CS formal instruction. Researchers at MSU, through partnerships with other educational institutions and practitioners, have developed a transdisciplinary approach to teaching CS in informal learning environments. To expand on this approach and investigate its applicability in formal instruction, instructors at Mississippi State University have implemented transdisciplinary modules in CS0 and CS1 courses for entering freshmen. This paper explores that data collected from multiple of these freshman level courses at a tier-one institution of higher learning. Learners include freshmen in computing majors and in non-computing majors. We compare their self-efficacy growth in computing across race and gender, and as well as considering where they had formal or informal CS education prior to entering the university.
Ghimire, A. D., & Lineberry, L. H., & Lee, S. B. (2020, June), Self-Efficacy Study in Computing Among College Freshmen Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35184
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