My DH101 class this year was my biggest yet, with 45 undergrads. I suppose that’s not huge compared with many other classes, but DH101 is very hands-on. I am fortunate enough to have a TA, the awesome Francesca Albrezzi, who runs separate weekly labs. Still, I often have to teach students to do technical things in a large-group setting, and the size of the class this year prompted me to rethink how I do this.
As I see it, many of my students’ biggest problem with computers is their own anxiety. Obviously, I have a self-selecting group, since I teach a class with “digital” in the title, but even so, many of my students tell me that they are just “not technical.” Many of them are so convinced of this that they see any failure to get something to work as confirmation of what they already knew: they’re just not good with computers.
And since this is UCLA, the vast majority of my students do not fit the stereotype of the Silicon Valley programmer. This is awesome for the class, since we have so many different voices in the room. But it also puts many of my students at risk for stereotype threat, in which students’ performance suffers because they fear their mistakes will be seen as representative of their entire race or gender.
I’ve seen a version of this happen in workshops countless times. The instructor issues directions while students try to keep up at each step. Some students accomplish each step quickly, but some students take a little longer to find the right menu item or remember where they’ve saved a file. No matter how often you tell students to please interrupt or raise a hand if they need help, most students won’t do this. They don’t want to slow everyone else down with what they’re sure is a stupid question. Eventually, these students stop trying to follow along, and the workshop becomes, in their minds, further evidence that they’re not cut out for this.