This document gets you started on planning what GenderMag content to incorporate into your senior-level CS/IT/EE/CE/Other courses.
Material Type: Lesson Plan, Teaching/Learning Strategy
This document gets you started on planning what GenderMag content to incorporate into your junior-level CS/IT/EE/CE/Other courses.
Material Type: Lesson Plan, Teaching/Learning Strategy
Customizable GenderMag persona: Abi. Abi provides the strongest lens to find inclusiveness issues that disproportionately affect women users. If you choose to use only one persona and your primary motivation is inclusiveness to women, Abi is probably the best first choice. Abi provides the strongest inclusivity lens out of the 3 personas (Abi, Pat, and Tim).
Material Type: Primary Source
Example customized GenderMag persona: Abi. This customized Abi was used for a GenderMag Walkthrough of the Canvas course management system.
Material Type: Primary Source
Although CS Education researchers and practitioners have found ways to improve CS classroom inclusivity, few researchers have considered inclusivity of online CS education. We are interested in two such improvements in online CS education- besides being inclusive to each other, online CS students also need to be able to create inclusive technology.
Material Type: Primary Source
ABSTRACT: Backward course design is a compelling strategy for achieving results-based, student-centered learning. The backward course-design approach is first to identify student-learning outcomes, then the means of assessing the outcomes, and lastly the classroom activities that would support the learning outcomes. With demonstrated success at improving teaching and learning at K–12 levels, this design approach is receiving increasing attention at the college level. Yet college faculty, who receive comparatively little instruction in course design, may find it challenging to enact the principles of backward course design into day-to-day lecture planning. To help address this challenge, we developed a backward design-inspired lesson planner to assist in restructuring college course periods for more active, learner-centered activities that align with course goals. We describe the planner and its application to a non-majors college biology class, and we share student and instructor perceptions of classroom structure and use of classroom time before and after implementation. Benefits of implementing the backward design planner included enhanced ability to prioritize content delivery to students, better time management in and out of the classroom, improved experience of lecture preparation, more engaged students, and more frequent feedback on student comprehension.
Material Type: Primary Source
Research paper about gender-inclusivity issues found in online CS courses---an an automated tool (AID/Courseware) for detecting those issues.
Material Type: Primary Source
Paper about how to create bias-detection methods (e.g., GenderMag)
Material Type: Primary Source
List of quiz questions for the Cognitive Style Heuristics reading: https://www.oercommons.org/courses/reading-cognitive-style-heuristics
Material Type: Assessment
A list of example test questions, with various types of questions.
Material Type: Assessment
A self-study online course with modules about how to do and teach GenderMag. Available any time. Multiple certificates available (free). Target audience = educators, developers, engineers, students, anyone interested in GenderMag
Material Type: Full Course
Example of how to introduce cognitive styles to students, student teams, or any group. Cognitive styles = cognitive differences influencing how people prefer to interact with technology. Applicable and adaptable to engineering, computing, technology, computer science, college-level, high school, and corporate teams. Icebreaker. Diversity awareness. Theory of Mind. Meta-cognition.
Material Type: Lecture, Teaching/Learning Strategy
What cognitive styles do we use to interact with technology? The GenderMag Project has identified five cognitive facets we bring to our use of technology.
Material Type: Lesson, Reading, Unit of Study
Reflection assignment about cognitive styles used to interact with technology. Includes reflection questions about relating to the GenderMag personas.
Material Type: Activity/Lab, Homework/Assignment
What are your facet values when using software? What's one situation when your facet values might change? How did identifying your facet values affect your understanding of how you use software?
Material Type: Activity/Lab, Homework/Assignment
One-page definitions sheet.
Material Type: Primary Source
Example of how instructors can share their cognitive styles with their class, with template.
Material Type: Reading
You can use an iframe to embed this interactive tool into websites. Students can use the slider to select the cognitive styles they use to interact with technology. If they need to submit their cognitive styles to you, they can take a screenshot.
Material Type: Interactive
Chapter about cognitive styles and the Cognitive Style Heuristics (from the GenderMag Project). From "Handbook of Software Engineering": https://www.oercommons.org/courses/handbook-of-software-engineering-methods
Material Type: Textbook
A reading about the GenderMag Cognitive Style Heuristics (CSH) with embedded examples and quizzes.
Material Type: Reading
