Creating a Sense of Belonging to CS among Students from Historically Underrepresented Groups in CS

ChanMin Kim
Associate Professor
The Pennsylvania State University

Our goals are to (1) demonstrate how CS can be taught in non-CS classes and contextualized to attract learners from historically underrepresented groups to CS, (2) present scaffolding strategies that are responsive to diverse ways of learning to program, and (3) share our debugging tasks designed to enable accumulated success opportunities. The outcomes are that workshop participants will be able to (1) list one or more potential ways to teach CS concepts in a context where they wish to broaden participation, (2) envision scaffolding approach(es) with attention to nonmainstream ways of learning, and (3) engage in discussions about the importance of frequent success opportunities and transferable CS knowledge organized around sequential, repetition, and selection structures. Takeaways include (1) scaffolding for CS learners who are from historically underrepresented populations in STEM, and (2) our evidence-based resource that include instructional materials from our robot programming units such as reusable block-code files, debugging tasks, class slides, and preschool lesson design templates. We will run the workshop in multiple segments in the sequence of listen, observe, and apply. Potential audience includes (1) anyone who is interested in broadening participation in STEM, and (2) computer science and teacher education faculty.