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Role Modeling as a Computing Educator in Higher Education: A Focus on Care, Emotions and Professional Competencies
Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division Vi3. Uppsala University, Uppsala, Sweden. (UpCERG)ORCID iD: 0000-0002-9172-9969
University of Helsinki, Helsinki, Finland.ORCID iD: 0000-0002-8650-4925
KTH Royal Institute of Technology, Stockholm, Sweden.ORCID iD: 0000-0001-6874-2885
University of Glasgow, Glasgow, United Kingdom.ORCID iD: 0000-0002-5147-0673
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2022 (English)In: ITiCSE-WGR '22: Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education, ACM Digital Library, 2022, p. 37-63Conference paper, Published paper (Refereed)
Abstract [en]

This paper provides insights into role modeling by educators in computing that is beyond the technical, theoretical and rational perspectives which have historically been described as dominant in computing. Surveying 199 educators in higher education, we have built on frameworks of role modeling, care, emotions, and professional competencies as a lens to see different ways of engaging in computing.

Our quantitative and qualitative findings show how educators model ways of caring (for oneself, other humans and living species, technology, and the planet), emotions, professional competencies and other types of role modeling. Examples of contexts within computing and reasons why an educator can(not) model these aspects bring new light to research on care and emotions being shown in computing.

This work contributes to a better understanding of computing educators as potential role models, particularly in terms of displaying emotions and various types of care. Our work can support ways of developing the professional competences of computing educators and the teaching culture of computing departments. Our findings may inspire other educators to think about their own display of emotions and care, and what this transmits to their students. Thus, the work also contributes to the discussion of ways to increase diversity among students and equitable access to computing education.

Place, publisher, year, edition, pages
ACM Digital Library, 2022. p. 37-63
Keywords [en]
Role modeling, computing education research, engineering education research, computing educator, care ethics, emotions, professional competencies
National Category
Didactics Other Computer and Information Science
Research subject
Computing Education Research
Identifiers
URN: urn:nbn:se:uu:diva-492162DOI: 10.1145/3571785.3574122OAI: oai:DiVA.org:uu-492162DiVA, id: diva2:1723284
Conference
ACM ITiCSE
Available from: 2023-01-02 Created: 2023-01-02 Last updated: 2023-04-17Bibliographically approved
In thesis
1. That's How We Role! A Framework for Role Modeling in Computing and Engineering Education: A Focus on the Who, What, How, and Why
Open this publication in new window or tab >>That's How We Role! A Framework for Role Modeling in Computing and Engineering Education: A Focus on the Who, What, How, and Why
2023 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Role model is a term used in everyday language and literature on education, particularly on diversity, equity, inclusion, and access, describing topics such as motivation and inspiration. However, role model, as a loosely defined concept, is understood and used in different ways. This shows the need for a shared vocabulary and structure to scaffold nuanced reflections and discussions on the who, what, how, and why of role modeling. 

This thesis describes the development of a framework for role modeling in computing and engineering education. It is focused on the role model’s perspective and is of particular use for educators as role models for students, although it can be used for others in this context.

Educators were interviewed and surveyed, and the analysis comprised a phenomenographic approach, thematic coding analysis, argumentation, descriptive statistics, and group comparisons.

The framework includes the dimensions of awareness and intention of role modeling. All educators are potential role models, regardless of whether we are aware of what we are role modeling and whether we intend for this to be emulated.

What can be modeled is presented as achievements and aspects. As lenses to reflect on which ones a teacher should role model, we bring virtue ethics, care ethics, and ethics of freedom. 

Context and norms matter in role modeling, such as in who is a role model, as we argue for using research on identity and the history of computing. We provide examples of how and why educators role model (or not) care, emotions, and professional competencies outside norms in the disciplines. 

This thesis broadens how we understand and discuss role modeling in research and practice, including what can be modeled and obstacles to it. Practical examples (including reflection prompts) of how to use the framework are included for educators and other practitioners. 

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2023. p. 149
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Science and Technology, ISSN 1651-6214 ; 2265
Keywords
Role model, educator, teacher, identity, norms, ethics, virtue ethics, care ethics, ethics of freedom, emotions, professional competencies, computing education, engineering education, higher education
National Category
Computer Sciences Didactics
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-500388 (URN)978-91-513-1798-4 (ISBN)
Public defence
2023-06-09, Heinz-Otto Kreiss, Ångströmlaboratoriet, Lägerhyddsvägen 1, Uppsala, 13:15 (English)
Opponent
Supervisors
Available from: 2023-05-16 Created: 2023-04-17 Last updated: 2023-05-16

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Grande, VirginiaCajander, ÅsaDaniels, Mats

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