Classroom Experience

The primary way that every student interfaces with the department, and the field in general, is through coursework. Ensuring that classroom environments are set up to foster inclusive and supportive interactions requires effective pedagogy, course curriculum, and intentional, direct actions to encourage student learning and persistence in the program. Continue on to learn more about specific, actionable strategies.

Continue on to learn more about specific, actionable strategies, by expanding each strategy for additional information.

Using high-impact, student-centered teaching practices that are evidence-based—especially in introductory courses—can improve all students’ engagement, learning, and persistence in the major. Student-centered teaching includes approaches that deemphasize lecturing and “covering” content, and instead guides students to engage with scientific inquiry, theory, and practical skills through interactive activities that appeal to their experiences, backgrounds, and interests. Specific strategies are numerous and range from high-intensity course overhauls to low-cost, low-effort “breaks from the usual program.” Learn more about student-centered teaching.

Students’ understanding of the opportunities that computing offers are often overly narrow and influenced by negative stereotypes about computing. By emphasizing the real-world relevance and potential for positive social impact, instructors can help students understand how computing connects to their interests, values, communities, and desire to “make a difference.” Rather than relegating discussion of the larger context to certain courses or to the first day of class, computing’s importance can be reinforced throughout a program’s courses by using examples, assignments, and projects that connect computing to other fields and solve real world problems.

Equitable grading practices and frequent, timely feedback enable students to track their progress, identify how they can improve, and understand how to study more effectively. Learn more about equitable grading.

Getting to know students as individuals shows that faculty care while also enabling them to adapt course content to students’ interests, goals, and preparation. For example, faculty could use a short survey to ask students about their preferred name, academic and personal interests, career goals, familiarity with core concepts, and concerns about the course and/or program. To show that the instructor’s interest is genuine, any information collected should be used in the course design and where appropriate (e.g. larger, collective concerns about the program itself), shared with those administering key components of the program.

Setting clear expectations for civil behavior in both physical and virtual class spaces helps to create a welcoming environment, promote student retention, and prepare students professionally. Stating policies in the course syllabus is a start, but intentional and ongoing efforts are required to establish and maintain a supportive classroom climate. Learn more about civil classroom behavior.

Accessibility includes designing classes and class materials to be usable by students with a wide range of characteristics, needs, and abilities, and anticipating that some students may require accommodations. Accessibility must be considered for both the physical and virtual elements of a course, and keep in mind that efforts to improve accessibility benefit all students. Learn more about accessible classrooms.

Learn more about evidence-based strategies for other focus areas of the NCWIT Undergraduate System Model or find relevant resources by selecting the appropriate focus area in the curated resources collection section.