Professional Development Strategies and Recommendations for High School Teachers to Teach Computer Science Online

Martin, Florence; Shanley, Nicole; Hite, Nicole; Pugalee, David; Pérez-Quiñones, Manuel A.; Ahlgrim‐Delzell, Lynn; Hart, Ellen

doi:10.1080/07380569.2022.2127343

Cited by 1 publication

(1 citation statement)

References 27 publications

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“…Often students at MSIs are non-traditional, supporting families, jobs, and other responsibilities. While learning and teaching technical data science topics and skills online have their own unique challenges and constraints (Gulatee & Combes, 2008;Martin et al, 2021), we studied the impact of our approach to assess its effectiveness as a model. Similarly, we looked for evidence of growth in learners' science identity and sense of belonging in science, two crucial aspects of recruiting and retaining learners from marginalized communities in STEM (Dortch & Patel, 2017;Rainey et al, 2018;Rodriguez & Blaney, 2021).…”

Section: Introductionmentioning

confidence: 99%

Fostering the Development of Earth Data Science Skills in a Diverse Community of Online Learners: A Case Study of the Earth Data Science Corps

Quarderer,

Wasser,

Herwehe

et al. 2024

Preprint

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Today’s data-driven world requires earth and environmental scientists to have skills at the intersection of domain and data science. These skills are imperative to harness information contained in a growing volume of complex data to solve the world's most pressing environmental challenges. Despite the importance of these skills, Earth and Environmental Data Science (EDS) training is not equally accessible, contributing to a lack of diversity in the field. This creates a critical need for EDS training opportunities designed specifically for underrepresented groups. In response, we designed the Earth Data Science Corps (EDSC) which couples a paid internship for undergraduate students with faculty training to build capacity to teach and learn EDS using Python at smaller Minority Serving Institutions. EDSC participants are further empowered to teach these skills at their home institutions which scales the program beyond the training lead by our team. Using a Rasch modeling approach, we found that participating in the EDSC program had a significant impact on learners’ comfort and confidence with technical and non-technical data science skills, as well as their science identity and sense of belonging in science, two critical aspects of recruiting and retaining members of underrepresented groups in STEM.

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