Honors College Thesis
 

Investigating the Impact of Teaching Inclusive Design Concepts on Ecampus Students’ Mindsets

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https://ir.library.oregonstate.edu/concern/honors_college_theses/7h149x55n

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  • Although computer science (CS) education researchers and practitioners have found ways to improve CS classroom inclusivity, few researchers have considered inclusivity of online CS education. We have begun developing a new approach that we term “embedded inclusive design” to address inclusive CS. The essence of the approach is to integrate elements of inclusive design education into mainstream CS coursework. This paper presents three curricular interventions we have developed in this approach, and empirically investigates their efficacy in online CS postbaccalaureate education. Our research questions were: How do these three curricular interventions affect (RQ1) the climate among online CS students and (RQ2) how online CS students honor the diversity of their users? To answer these research questions, we implemented the curricular interventions in four asynchronous online CS classes across two CS courses at Oregon State University and conducted an action research study to investigate the impacts. Results show that online CS students who experienced these interventions reported feeling more included in the major than they had before, reported positive impacts on their team dynamics, and increased their interest in accommodating diverse users.
  • Key Words: Human-centered computing, gender, computer science education, online learning
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