教育教育工作者在4年制CS学位课程中整合包容性设计
Educating Educators to Integrate Inclusive Design Across a 4-Year CS Degree Program
摘要：
整个CS教师如何共同教授ACM标准CS课程，在4年制本科CS课程中转变为包容性设计的教学元素？他们甚至想尝试吗？为了调查这些问题，我们开发了一个教育者教育课程来支持这一转变。教育者教育课程的总体目标是使CS教师创造性地参与以“微创”方式将包容性设计嵌入到他们的课程中。GenderMag是一种包容性设计评价方法，选择使用。该课程针对以下学习成果：使CS教师：（1）分析将包容性设计整合到自己的课程中的成本和收益;（2）使用GenderMag方法评估软件，并认识到其用于识别软件中有意义的问题;（3）将包容性设计整合到现有的课程材料中，提供资源和合作;及（4）准备参与及指导学生学习GenderMag概念。我们在春季/夏季进行了实地研究，随后进行了秋季末的采访，在此期间，我们与18名教师合作，将包容性设计融入13门课程。其中10名教师然后教7这些课程是在2021年秋季的时间表，跨16个部分。我们提出了新的教育者教育课程，并报告了教师的经验，在三个月的实地研究和随后的采访。我们的研究结果显示，在与我们合作的18名教师中，83%的人选择修改他们的课程;到2021年秋季，CS学位课程所有四年的教师都开始教授包容性设计概念。当我们跟进2021年秋季的10名教师时，他们报告的结果中有91%表明，他们课程中包容性设计概念的阐述与预期一样好或好于预期。
英文摘要：
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.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
