Comparing Students’ and Discussion Leaders’ Perspectives on Inclusive Learning Environments in Computer Science
Jackson Morse, Nicole Wade
Department of Physics & Astronomy
Faculty Supervisor: Kim Coble
At San Francisco State University, a large, Hispanic-serving institution, we have created opportunities for undergraduate discussion leaders (DLs) in Computer Science (CS). Discussion sections have about 5-6 students and are approximately 1 hour/week outside of regular class time. Students’ sense of belonging – the extent to which they feel valued, accepted, and part of a STEM community– has been identified in the literature as a predictor for students’ motivation, self-efficacy, and persistence in the field. At the end of each semester, students are asked to fill out a survey regarding the class environment and factors that either bolster or detract from their sense of belonging, and how these things were affected by their participation discussion section. DLs are asked to fill out a survey regarding their efforts in the classroom to reinforce this sense of belonging and create an inclusive learning environment. We find that students and DLs alike cite interpersonal relationships as the primary factor contributing to sense of belonging.