Listed below are the required and supplemental readings for each topic we will be covering in this class.

You should always read at least the required reading listed for topics we will be discussing in our next class. Each of you will help lead discussion on one topic. For the topic you are leading, you should complete both the required AND the supplemental readings.

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

• "Prominent Scholar Calls Growth Mindset a 'Cancerous' Idea, In Isolation" (Huffington Post)

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.)