CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Non-major peer mentoring for cs1

Tác giả

Rybarczyk R.

Năm xuất bản

2020

Source title

SIGCSE 2020 - Proceedings of the 51st ACM Technical Symposium on Computer Science Education

Số trích dẫn

1

DOI

10.1145/3328778.3366901

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081583700&doi=10.1145%2f3328778.3366901&partnerID=40&md5=0284b045c9868f4a6b55d940e69380b3

Tóm tắt

One of the key challenges associated with Computer Science I (CS1) curricula is that of student satisfaction which directly translates to success and retention. This challenge is exacerbated at small institutions in which departmental enrollment is low overall. One area that has shown much promise is that in which peer mentors are provided to augment existing lecture and laboratory components in order to better assist the students. This approach has found success at both large and small institutions where student demographics and populations are widely varied. In most implementations, the peer mentor is a departmental student (CS major) who has previously taken and excelled in the course. This does not however, account for those students enrolled in the course as non-majors. At many institutions, the typical CS1 course may count as an elective course necessary for graduation or to fulfill another majors requirements. In this situation, non-major students are often cited as feeling excluded, which then becomes the reason the student does not seek the necessary help that is required to find success within the course. In this work, we propose a non-major peer mentoring implementation to augment existing departmental-level tutoring in order to better assist all student backgrounds. We provide the feedback from the students that motivated this change, as well as the proposed infrastructure necessary for such an implementation to find success. We conclude this paper with analysis of the impact this implementation has had on non-major students in a small liberal arts CS1 course. © 2020 Copyright held by the owner/author(s). Publication rights licensed to ACM.

Từ khóa

CS1; Peer mentoring; Student outcomes

Tài liệu tham khảo

Zingaro D., Peer instruction contributes to self-efficacy in cs1, Proceedings of the 45th ACM Technical Symposium on Computer Science Education, pp. 373-378, (2014); Gonzalez G., A systematic approach to active and cooperative learning in cs1 and its effects on cs2, ACM SIGCSE Bulletin, 38, pp. 133-137, (2006); Porter L., Bailey Lee C., Simon B., Halving fail rates using peer instruction: A study of four computer science courses, Proceeding of the 44th ACM Technical Symposium on Computer Science Education, pp. 177-182, (2013); Barker L.J., McDowell C., Kalahar K., Exploring factors that influence computer science introductory course students to persist in the major, ACM SIGCSE Bulletin, pp. 153-157, (2009); Simon B., Kohanfars M., Lee J., Tamayo K., Cutts Q., Experience report: Peer instruction in introductory computing, Proceedings of the 41st ACM Technical Symposium on Computer Science Education, pp. 341-345, (2010); Newhall T., Meeden L., Danner A., Soni A., Ruiz F., Wicentowski R., A support program for introductory cs courses that improves student performance and retains students from underrepresented groups, Proceedings of the 45th ACM Technical Symposium on Computer Science Education, pp. 433-438, (2014); Horwitz S., Rodger S.H., Biggers M., Binkley D., Frantz C.K., Gundermann D., Et al., Using peer-led team learning to increase participation and success of under-represented groups in introductory computer science, ACM SIGCSE Bulletin, pp. 163-167, (2009); Clarke-Midura J., Allan V., Close K., Investigating the role of being a mentor as a way of increasing interest in cs, Proceedings of the 47th ACM Technical Symposium on Computing Science Education, pp. 297-302, (2016); Fryling M., Egan M., Flatland R.Y., Vandenberg S., Small S., Catch'em early: Internship and assistantship cs mentoring programs for underclassmen, Proceedings of the 49th ACM Technical Symposium on Computer Science Education, pp. 658-663, (2018); Pon-Barry H., John A.S., Packard B.W.-L., Stephenson C., Addressing the cs capacity challenge by improving undergraduate peer mentoring, ACM Inroads, 8, pp. 43-47, (2017)

Nơi xuất bản

Hình thức xuất bản

Conference paper

Open Access

Nguồn

Scopus