ABSTRACT

As open-access institutions serving diverse student populations, community colleges are perfect settings for broadening participation in computing efforts in higher education. The very nature of open access, however, places students with a wide variety of previous experience in the same introductory computer science classroom, intimidating the students with little programming exposure, many of whom are traditionally underrepresented in computer science. This paper reports on a pre-semester, intensive program designed to increase the computer science confidence and motivation of students with no previous programming exposure implemented at a community college in California. Framed using social cognitive career theory, results from the accompanying research project indicate preliminary success; we found the program to be well received by the majority of students, who had increased self-efficacy and interest in computer science. Implications for practice and research are discussed.

摘要

作为服务于不同学生群体的开放获取机构，社区学院是扩大参与高等教育计算工作的理想场所。然而，开放访问的本质是让具有多种先前经验的学生在同一个介绍性计算机科学课堂上进行学习，从而吓倒了几乎没有编程知识的学生，其中许多人在计算机科学领域的代表性传统不足。本文报道了一个学期前的强化课程，旨在提高以前在加利福尼亚社区学院实施的未接触过编程的学生的计算机科学信心和积极性。使用社会认知职业理论框架，伴随研究项目的结果表明初步成功；我们发现该计划受到大多数学生的好评，他们提高了自我效能感和对计算机科学的兴趣。讨论了对实践和研究的影响。