Shuchi Grover
Alma materStanford University
Harvard University
Scientific career
FieldsComputer science education
Computational thinking
STEM education
Data science
AI education[1]
ThesisFoundations for advancing computational thinking : balanced designs for deeper learning in an online computer science course for middle school students (2014)
Doctoral advisorRoy Pea[2]
Websitewww.shuchigrover.com

Shuchi Grover is an American learning scientist and computer science education researcher. Her research investigates computational thinking and how to design effective educational courses for children.[1][3]

Early life and education

Grover was an undergraduate student at Harvard University, where she studied physics and computer science. She earned a master's degree in computer sciences at Harvard, and developed software for music students.[4] As part of this project, she used digital repositories to store score sheets. It was her first introduction to the potential of technology to accelerate student learning.[4] She completed a degree in Technology, Innovation and Education at Harvard, before moving to California.[4] Grover focused on learning sciences at Stanford University for her doctoral research, which investigated advanced computational thinking for deep learning in middle school students and was supervised by Roy Pea.[2] She developed a 6-week Stanford OpenEdX course to introduce middle school students to computer sciences.[5]

Research and career

In 2010, Grover was awarded an Amir Lopatin Fellowship to study computational thinking in K-12 students.[6] She is particularly interested in how computational learning could be a social driver.[6][7] As part of the fellowship, Grover studied middle school students in Bangalore. Her research investigated the various dimensions of computational thinking and how children choose what to value and engage with.[6] In 2014, she argued that to increase the number of women in technology, computer science should be taught in US schools, and computer scientists should act to diminish the "nerd" stereotype.[8]

Selected publications

  • Grover, Shuchi; Pea, Roy (2013). "Computational Thinking in K–12". Educational Researcher. 42 (1): 38–43. doi:10.3102/0013189x12463051. ISSN 0013-189X. S2CID 145509282.
  • Grover, Shuchi; Pea, Roy; Cooper, Stephen (2015-04-03). "Designing for deeper learning in a blended computer science course for middle school students". Computer Science Education. 25 (2): 199–237. Bibcode:2015CSEd...25..199G. doi:10.1080/08993408.2015.1033142. ISSN 0899-3408. S2CID 557120.
  • Grover, Shuchi; Pea, Roy (2018), "Computational Thinking: A Competency Whose Time Has Come", Computer Science Education, Bloomsbury Academic, doi:10.5040/9781350057142.ch-003, ISBN 978-1-3500-5714-2

References

  1. 1 2 Shuchi Grover publications indexed by Google Scholar
  2. 1 2 Grover, Shuchi (2014). Foundations for advancing computational thinking: balanced designs for deeper learning in an online computer science course for middle school students. stanford.edu (PhD thesis). Stanford University. OCLC 887992596.
  3. Grover, Shuchi (2020). "Formative assessment for students in CS classrooms". youtube.com. Raspberry Pi Foundation.
  4. 1 2 3 "Meet Shuchi Grover – CIRCL". circlcenter.org. Retrieved 2022-06-02.
  5. "New Dissertation Announcement - Dr. Shuchi Grover". ISLS. 2014-11-14. Retrieved 2022-06-02.
  6. 1 2 3 University, Stanford; Stanford; California 94305 (2010-07-21). "LSTD students Grover and Rogers awarded this year's Amir Lopatin Fellowships". Stanford Graduate School of Education. Retrieved 2022-06-02.{{cite web}}: CS1 maint: numeric names: authors list (link)
  7. "Stanford Computer Forum - Poster Sessions". forum.stanford.edu. Retrieved 2022-06-02.
  8. University, Stanford; Stanford; California 94305 (2014-01-08). "Want more women in tech? Fix the misperceptions of computer science (article by Shuchi Grover)". Stanford Graduate School of Education. Retrieved 2022-06-02.{{cite web}}: CS1 maint: numeric names: authors list (link)
This article is issued from Wikipedia. The text is licensed under Creative Commons - Attribution - Sharealike. Additional terms may apply for the media files.