Oluwakemi Ola
ABSTRACT
International students from non-English speaking countries confront various challenges when seeking a degree at an English-speaking institution. Some of these challenges relate to the language of instruction, adapting to the norms of a new culture, and the academic program's structure. Learning is a cognitive, social, and emotional activity mediated by activities outside of the lecture hall. Therefore, exploring students' academic beliefs about belonging and how learning works is essential. This report explores how viewing interview clips of second and third-year students can increase first-year students' confidence and sense of belonging and motivate them to engage in effective study practices. The feedback indicates that viewing the interviews positively impacted their confidence, sense of belonging, and understanding of how to succeed in the course. This report details our experience incorporating the interviews into the course, reflects on the feedback students provided, and presents considerations for faculty seeking to use interviews to impact their students' beliefs.
- Vincent Aleven, Bruce McIaren, Ido Roll, and Kenneth Koedinger. 2006. Toward Meta-cognitive Tutoring: A Model of Help Seeking with a Cognitive Tutor | International Journal of Artificial Intelligence in Education. 16, 2: 101--128.Google Scholar
- Christine Alvarado, Yingjun Cao, and Mia Minnes. 2017. Gender Differences in Students' Behaviors in CS Classes throughout the CS Major. Proceedings of the 48th ACM Technical Symposium on Computer Science Education (SIGCSE '17), ACM, 27--32.Google ScholarDigital Library
- Christine Alvarado, Zachary Dodds, and Ran Libeskind-Hadas. 2012. Increasing women's participation in computing at Harvey Mudd College. ACM Inroads 3, 4: 55--64.Google ScholarDigital Library
- Lecia J Barker, Melissa O'Neill, and Nida Kazim. 2014. Framing classroom climate for student learning and retention in computer science. Proceedings of the 45th ACM technical symposium on Computer science education, ACM, 319--324.Google ScholarDigital Library
- Jennifer M. Blaney and Jane G. Stout. 2017. Examining the Relationship Between Introductory Computing Course Experiences, Self-Efficacy, and Belonging Among First-Generation College Women. Proceedings of the 48th ACM Technical Symposium on Computer Science Education (SIGCSE '17), ACM, 69--74.Google ScholarDigital Library
- Olle Ten Cate and Steven Durning. 2009. Dimensions and psychology of peer teaching in medical education. Medical Teacher 29, 6: 546--552.Google ScholarCross Ref
- Sapna Cheryan, Benjamin J. Drury, and Marissa Vichayapai. 2013. Enduring Influence of Stereotypical Computer Science Role Models on Women's Academic Aspirations. Psychology of Women Quarterly 37, 1: 72--79.Google ScholarCross Ref
- Paul E. Dickson, Toby Dragon, and Adam Lee. 2017. Using undergraduate teaching assistants in small classes. Proceedings of the 48th ACM Technical Symposium on Computer Science Education (SIGCSE '17), 165--170.Google ScholarDigital Library
- Anthony Estey and Yvonne Coady. 2017. Study habits, exam performance, and confidence: How do workflow practices and self-efficacy ratings align? Proceedings of the 22nd ACM Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE '17), ACM, 158--163.Google ScholarDigital Library
- Matthias Felleisen, Robert Bruce Findler, Matthew Flatt, and Shriram Krishnamurthi. 2018. How to Design Programs?: An Introduction to Programming and Computing. The MIT Press, Cambridge, MA.Google ScholarDigital Library
- Philip J. Guo. 2018. Non-native English speakers learning computer programming: Barriers, desires, and design opportunities. CHI '18: 2018 CHI Conference on Human Factors in Computing Systems, Association for Computing Machinery, 1--14.Google ScholarDigital Library
- Carmen Nayeli Guzman, Anne Xu, and Adalbert Gerald Soosai Raj. 2021. Experiences of Non-Native English Speakers Learning Computer Science in a US University. Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (SIGCSE '21), Association for Computing Machinery, Inc, 633--639.Google ScholarDigital Library
- Brian Hanks, Laurie Murphy, Beth Simon, Renée Mccauley, and Carol Zander. 2009. CS1 students speak: Advice for students by students. SIGCSE Bulletin Inroads 41, 1: 19--23.Google ScholarDigital Library
- Stuart Hansen and Erica Eddy. 2007. Engagement and frustration in programming projects. ACM SIGCSE Bulletin 39, 1: 271--275.Google ScholarDigital Library
- Brian Harrington, Xiaomeng Jin, Shichong Peng, and Minhaz Khan. 2018. Gender, confidence, and mark prediction in CS examinations. Proceedings of the 23nd Annual ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE '18), Association for Computing Machinery, 230--235.Google ScholarDigital Library
- Arto Hellas, Petri Ihantola, Andrew Petersen, et al. 2018. Predicting academic performance: A systematic literature review. Proceedings of the 23rd ACM Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE '18), Association for Computing Machinery, 175--199.Google ScholarDigital Library
- Anagha Kulkarni, Ilmi Yoon, Pleuni S. Pennings, Kazunori Okada, and Carmen Domingo. 2018. Promoting diversity in computing. Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE, ACM, 236--241.Google ScholarDigital Library
- Alex Lishinski and Joshua Rosenberg. 2021. All the Pieces Matter: The Relationship of Momentary Self-efficacy and Affective Experiences with CS1 Achievement and Interest in Computing. Proceedings of the 17th ACM Conference on International Computing Education Research (ICER '21), Association for Computing Machinery (ACM), 252--265.Google ScholarDigital Library
- Teresa Loda, Rebecca Erschens, Hannah Loenneker, et al. 2019. Cognitive and social congruence in peer-assisted learning -- A scoping review. PLOS ONE 14, 9.Google ScholarCross Ref
- Andrew Luxton-Reilly, Simon, Ibrahim Albluwi, et al. 2018. Introductory programming: a systematic literature review. Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE '18), ACM, 55--106.Google ScholarDigital Library
- Samiha Marwan, Anay Dombe, and Thomas W. Price. 2020. Unproductive Help-seeking in Programming: What it is and How to Address it. Proceedings of the 25th Annual ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE '20), Association for Computing Machinery (ACM), 54--60.Google Scholar
- Robert McCartney, Anna Eckerdal, Mostrom Jan Erik, Kate Sanders, and Carol Zander. 2007. Successful students' strategies for getting unstuck. ACM SIGCSE Bulletin 39, 3: 156--160.Google ScholarDigital Library
- Dawn Mckinney and Leo F Denton. 2004. Houston, We Have a Problem: There's a Leak in the CS1 Affective Oxygen Tank. Proceedings of the 35th SIGCSE Technical Symposium on Computer Science Education (SIGCSE '04), ACM Press.Google ScholarDigital Library
- Rodrigo Pessoa Medeiros, Geber Lisboa Ramalho, and Taciana Pontual Falcao. 2019. A Systematic Literature Review on Teaching and Learning Introductory Programming in Higher Education. IEEE Transactions on Education 62, 2: 77--90.Google ScholarDigital Library
- Diba Mirza, Phillip T. Conrad, Christian Lloyd, Ziad Matni, and Arthur Gatin. 2019. Undergraduate Teaching Assistants in Computer Science. Proceedings of the 2019 ACM Conference on International Computing Education Research, ACM, 31--40.Google ScholarDigital Library
- Catherine Mooney and Brett A. Becker. 2020. Sense of belonging: The intersectionality of self-identified minority status and gender in undergraduate computer science students. UKICER '20: United Kingdom and Ireland Computing Education Research Conference, ACM, 24--30.Google Scholar
- National Center for Women & Information Technology. 2021. Engagement Practices Framework. Retrieved October 11, 2021 from https://ncwit.org/engagement-practices-framework/.Google Scholar
- An Nguyen and Colleen M. Lewis. 2020. Competitive enrollment policies in computing departments negatively predict first-year students' sense of belonging, self-efficacy, and perception of department. Proceedings of the 25th ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE '20), ACM, 685--691.Google Scholar
- Michael J Oudshoorn, Alison Clear, Janet Carter, Leo Hitchcock, Janice L Pearce, and Joseph A. Abandoh-Sam. 2019. Exploring Challenges Faced by International Students in Computer Science Programs: Towards Understanding the Student Perspective. In M. Allison, ed., Exploring the Opportunities and Challenges of International Students. Nova Science Publishers, Inc, 493--501.Google Scholar
- Heather Pon-Barry, Audrey St John, Becky Wai-Ling Packard, and Barbara Rotundo. 2019. A Flexible Curriculum for Promoting Inclusion, through Peer Mentorship. Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE '19), ACM, 1116--1122.Google ScholarDigital Library
- Yizhou Qian and James Lehman. 2017. Students' misconceptions and other difficulties in introductory programming: A literature review. ACM Transactions on Computing Education 18, 1.Google ScholarDigital Library
- Adrian Salguero, Christine Alvarado, William G Griswold, and Leo Porter. 2021. Understanding Sources of Student Struggle in Early Computer Science Courses. Proceedings of the 17th ACM Conference on International Computing Education Research (ICER '21), ACM, 319--333.Google ScholarDigital Library
- Linda J. Sax, Jennifer M. Blaney, Kathleen J. Lehman, Sarah L. Rodriguez, Kari L. George, and Christina Zavala. 2018. Sense of Belonging in Computing: The Role of Introductory Courses for Women and Underrepresented Minority Students. Social Sciences 7, 8: 122.Google ScholarCross Ref
- Amber Settle, James Doyle, and Theresa Steinbach. 2017. The Effect of a Computing-focused Linked-courses Learning Community on Minority and Female Students. Proceedings of the 18th Annual Conference on Information Technology Education (SIGITE '17), ACM, 153--158.Google ScholarDigital Library
- Judy Sheard, Angela Carbone, Donald Chinn, and M. Laakso. 2013. Study Habits of CS 1 Students: What Do They Say They Do? 2013 Learning and Teaching in Computing and Engineering (LaTiCE 2013), IEEE, 122--129.Google Scholar
- Mark Sherry, Peter Thomas, and Wing Hong Chui. 2009. International students: a vulnerable student population. Higher Education 2009 60:1 60, 1: 33--46.Google Scholar
- Amber Solomon, Dekita Moon, Armisha L. Roberts, and Juan E. Gilbert. 2018. Not Just Black and Not Just a Woman: Black Women Belonging in Computing. 2018 Research on Equity and Sustained Participation in Engineering, Computing, and Technology, RESPECT 2018 - Conference Proceedings, Institute of Electrical and Electronics Engineers Inc.Google Scholar
- Jane G. Stout and Jennifer M. Blaney. 2017. "But it doesn't come naturally": how effort expenditure shapes the benefit of growth mindset on women's sense of intellectual belonging in computing. Computer Science Education 27, 3--4: 215--228.Google ScholarCross Ref
- Nanette Veilleux, Rebecca Bates, Diane Jones, Joy Crawford, Cheryl Allendoerfer, and Tamara Floyd Smith. 2013. The relationship between belonging and ability in computer science. Proceedings of the 44th ACM Technical Symposium on Computer Science Education (SIGCSE '13), 65--70.Google ScholarDigital Library
- Rebecca N Wright, Sally J Nadler, Thu D Nguyen, Cynthia N Sanchez Gomez, and Heather M Wright. 2019. Living-Learning Community for Women in Computer Science at Rutgers. Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE '19), ACM, 286--292.Google ScholarDigital Library
- Hsiao-ping Wu, Esther Garza, and Norma Guzman. 2015. International Student's Challenge and Adjustment to College. Education Research International 2015: 1--9.Google ScholarCross Ref
- Kimberly Michelle Ying, Fernando J. Rodríguez, Alexandra Lauren Dibble, et al. 2021. Confidence, Connection, and Comfort: Reports from an All-Women's CS1 Class. Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (SIGCSE '21), Association for Computing Machinery, Inc, 699--705.Google ScholarDigital Library
- Anna M Zaniewski and Daniel Reinholz. 2016. Increasing STEM success: a near-peer mentoring program in the physical sciences. International Journal of STEM Education 3, 1: 14.Google ScholarCross Ref
- Lisa Zhang, Michelle Craig, Mark Kazakevich, and Joseph Jay Williams. 2019. Experience Report: Mini Guest Lectures in a CS1 Course via Video Conferencing. Proceedings of the ACM Conference on Global Computing Education (CompEd 2019), ACM, Inc, 222--228.Google ScholarDigital Library
Index Terms
- Using Near-Peer Interviews to Support English Language Learners
Recommendations
English Language Learners in Computer Science Education: A Scoping Review
SIGCSE 2022: Proceedings of the 53rd ACM Technical Symposium on Computer Science Education - Volume 1English-language universities are increasingly recruiting students who are English Language Learners (ELL), but in computer science little is known about whether or how their learning needs differ from native English speakers. Despite widespread efforts ...
Insights from the Application of Universal Design Principles to Support English Language Learners
WCCCE '18: Proceedings of the 23rd Western Canadian Conference on Computing EducationThe rising number of international students who are English Language Learners (ELL) at English-speaking universities has introduced challenges and opportunities for these students and their instructors. In this paper we present a case study of our ...
Pedagogical and Curricular Practices for Computer Science Education with English Language Learners
ICER '20: Proceedings of the 2020 ACM Conference on International Computing Education ResearchIn many post-secondary institutions, English is the language of instruction in computer science, but our students may not be fluent in English. I am interested in exploring the pedagogical and curricular practices that computer science faculty members ...
Comments