Expanding capacity and promoting inclusion in introductory computer science: a focus on near-peer mentor preparation and code review. Issue 1 (2nd January 2017)

• Record Type: Journal Article
• Authors: Pon-Barry, Heather; Packard, Becky Wai-Ling; St. John, Audrey
• Is Part Of: Computer science education. Volume 27:Issue 1(2017)
• Page Start: 54
• Page End: 77
• Publication Date: 2017-01-02
• Subjects: Peer code review -- diversity and inclusion -- peer mentors -- self-efficacy -- feedback; Computer science -- Study and teaching -- Periodicals; 004
• DOI: 10.1080/08993408.2017.1333270
• Languages: English
• ISSNs: 0899-3408

Abstract

Abstract: A dilemma within computer science departments is developing sustainable ways to expand capacity within introductory computer science courses while remaining committed to inclusive practices. Training near-peer mentors for peer code review is one solution. This paper describes the preparation of near-peer mentors for their role, with a focus on regular, consistent feedback via peer code review and inclusive pedagogy. Introductory computer science students provided consistently high ratings of the peer mentors' knowledge, approachability, and flexibility, and credited peer mentor meetings for their strengthened self-efficacy and understanding. Peer mentors noted the value of videotaped simulations with reflection, discussions of inclusion, and the cohort's weekly practicum for improving practice. Adaptations of peer mentoring for different types of institutions are discussed. Computer science educators, with hopes of improving the recruitment and retention of underrepresented groups, can benefit from expanding their peer support infrastructure and improving the quality of peer mentor preparation.