[论文解读] Educating Educators to Integrate Inclusive Design Across a 4-Year CS Degree Program

Lara Letaw, Rosalinda Garcia+7 more|arXiv (Cornell University)|Sep 6, 2022

Gender and Technology in Education被引用 4

一句话总结

本文提出了一套「培养教育者」的课程体系，旨在帮助计算机科学（CS）教师在不显著打乱现有课程的前提下，将包容性设计——特别是通过GenderMag方法——融入四年的计算机科学学位课程中。在18位接受培训的教师中，83%对课程进行了修改，且在2021年秋季授课的91%的教师表示包容性设计的整合效果良好或超出预期，证明了该方法在四年制计算机科学课程中可扩展、由教师主导的广泛应用。

ABSTRACT

How can an entire CS faculty, who together have been teaching the ACM standard CS curricula, shift to teaching elements of inclusive design across a 4-year undergraduate CS program? And will they even want to try? To investigate these questions, we developed an educate-the-educators curriculum to support this shift. The overall goal of the educate-the-educators curriculum was to enable CS faculty to creatively engage with embedding inclusive design into their courses in "minimally invasive" ways. GenderMag, an inclusive design evaluation method, was selected for use. The curriculum targeted the following learning outcomes: to enable CS faculty: (1) to analyze the costs and benefits of integrating inclusive design into their own course(s); (2) to evaluate software using the GenderMag method, and recognize its use to identify meaningful issues in software; (3) to integrate inclusive design into existing course materials with provided resources and collaboration; and (4) to prepare to engage and guide students on learning GenderMag concepts. We conducted a field study over a spring/summer followed by end-of-fall interviews, during which we worked with 18 faculty members to integrate inclusive design into 13 courses. Ten of these faculty then taught 7 of these courses that were on the Fall 2021 schedule, across 16 sections. We present the new educate-the-educators curriculum and report on the faculty's experiences acting upon it over the three-month field study and subsequent interviews. Our results showed that, of the 18 faculty we worked with, 83% chose to modify their courses; by Fall 2021, faculty across all four years of a CS degree program had begun teaching inclusive design concepts. When we followed up with the 10 Fall 2021 faculty, 91% of their reported outcomes indicated that the incorporations of inclusive design concepts in their courses went as well as or better than expected.

研究动机与目标

• 解决在不彻底重构现有课程的前提下，将包容性设计整合进标准四年内计算机科学课程的挑战。
• 开发一种可扩展、低侵入性的教师培训计划，以促进计算机科学教师采纳包容性设计实践。
• 调查教师在整合包容性设计概念到其现有课程中的意愿与能力。
• 评估使用GenderMag方法作为识别和解决学术环境中软件不公问题的工具的有效性。
• 支持在四年制本科计算机科学课程中长期、可持续地整合包容性设计。

提出的方法

• 开发以教师为中心的课程，核心为GenderMag方法——一种识别软件中基于性别的可用性问题的包容性设计评估技术。
• 在为期三个月的实地研究中，对18名计算机科学教师进行培训，提供资源、协作支持，并指导其在自身课程中应用GenderMag。
• 设计模块化、低侵入性的教学材料，使教师能够在不进行大规模重构的情况下，将包容性设计概念融入现有课程内容。
• 在2021年秋季学期结束后，对10位授课教师进行访谈，以评估实施效果及教师体验。
• 结合定性与定量反馈，评估课程修改情况、感知收益及采纳包容性设计所面临的挑战。
• 重点在于帮助教师通过分步、实用的练习，引导学生学习并应用GenderMag概念。

实验结果

研究问题

• RQ1 如何有效培训计算机科学教师，在最小干扰下将其现有课程整合包容性设计？
• RQ2 从教师视角来看，整合包容性设计的感知成本与收益是什么？
• RQ3 教师在多大程度上成功通过GenderMag方法在其课程中实施包容性设计概念？
• RQ4 在四年制计算机科学课程的不同学年阶段，教师的体验与成果有何差异？
• RQ5 哪些因素促进或阻碍了在计算机科学教育中持续采纳包容性设计？

主要发现

• 在18位接受培训的教师中，83%选择修改其课程以纳入包容性设计概念，显示出强烈的参与意愿与认同感。
• 到2021年秋季，包容性设计概念已成功整合进计算机科学学位课程的全部四个学年，表明跨年级的可扩展性。
• 在2021年秋季授课的10位教师中，91%表示包容性设计的整合效果良好或超出预期。
• 教师反馈指出，GenderMag方法为识别与性别及其他身份相关的软件可用性问题提供了结构化、可操作的框架。
• 该课程强调低侵入性与协作性，有效降低了教师的抵触情绪，支持了在各类课程类型与难度层级中的可持续采纳。
• 协作开发与现成资源的可及性是成功整合的关键推动因素，尤其对初次接触包容性设计的教师而言。