To download PDFs for all available readings use this .zip file:

Self-Efficacy

Required

• Expanding capacity and promoting inclusion in introductory computer science (Pon-Barry et. al.)

Supplemental

• Self-Efficacy and Academic Motivation (Schunk)

Self-Regulated Learning

Required

• “What is Self-Regulated Learning?”

Supplemental

• A Social Cognitive View of Self-Regulated Academic Learning (Zimmerman)

Growth Mindset

Required

• Mindset: The New Psychology of Success - Ch1 and Selections from Ch7 (Dweck)

Supplemental

• Mindset: The New Psychology of Success - Ch8 (Dweck)

Emotional Intelligence

Required

• Emotional Intelligence: Why it Can Matter More than IQ - Intro and Ch3 (Goleman)

Supplemental

• Emotional Intelligence: Why it Can Matter More than IQ - Ch4 (Goleman)

Effective Feedback

Required

• The Mentor’s Dilemma: Providing Critical Feedback Across the Racial Divide (Cohen, Steele, and Ross)

Supplemental

• Differing Perceptions in the Feedback Process (Carless)
• Do Students Value Feedback? (Weaver)

Universal Design for Learning

Required

• Universal Design for Higher Ed - Ch 1 (Burgstahler and Cory) For Session 4
• Universal Design for Higher Ed - Ch 2 (Burgstahler and Cory) For Session 6

Supplemental

• "Universal Design Implications for Computing Education" (Burgstahler)

Diversity in Tech

Required

• See Diversity in Tech Readings

Supplemental

• Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates (Yosso et. al.)
• Failure to warn: How student race affects warnings of potential academic difficulty (Crosby and Monin)

Active Learning

Required

• Techniques for Active Learning in CS Courses (Briggs)

Supplemental

• "A Step-by-Step Guide to Preparing for a Peer Instruction Lecture", Peer Instruction - Ch 4 (Mazur)
• "Active Learning and Active-Learning-Based Teaching Model", Guide to Teaching Computer Science - Ch 2 (Hazzan et. al.)

Additional Readings

• Roles, Risks, and Benefits of Peer Mentoring Relationships in Higher Education (Colvin and Ashman)
• Goal Orientation Theory
• Negotiating Peer Mentoring Roles in Undergraduate Research Lab Settings (Packard et. al.)
• Peer Instruction in Computing: The Value of Instructor Intervention (Zingaro and Porter)
• Peer Instruction: A Link to the Exam (Zingaro and Porter)
• "It's ok - Not everyone can be good at math" (Rattan, Good, and Dweck)
• Assessment of Programming Language Learning Based on Peer Code Review Model (Wang et. al.)
• Enhancing Diversity in Science: Is Teaching Science Process Skills the Answer? (Dirks and Cunningham)
• How Media Shapes Perceptions of Science and Technology for Girls and Women (Bhatt et al)
• Replacing Lecture with Peer-led Workshops Improves Student Learning (Preszler)
• Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology (Haak et. al.)