Salient Measures of an Engaged Computing Education Community

This innovative practice work-in -progress paper presents measurement and analysis of a comprehensive model of pedagogical change in the computing college of a large, urban university in the United States. Our approach to change has two major thrusts: (1) a model for systemic change in the culture and climate of computing education, and (2) pedagogical patterns that transform students who enter undergraduate computing programs from people with an interest in computing to people who identify as computing professionals. We collected a total of 940 student survey responses across four semesters. Survey items gauged students' connection to their peers and their profession and were used to create a composite measure of peer learning and professional identity. Exploratory Factor Analysis indicates an internally consistent factor structure composed of 18 items with a Cronbach's alpha of 0.91. In this paper, we present the methodology for measurement and analysis, describe our rationale in an engaged computing education context, and discuss how studying the constructs of peer learning and professional identity contributes to the knowledge base of the computing education community.