Publications by Anne-Kathrin Peters
Peer reviewed
Articles
[1]
A.-K. Peters et al., "Sustainability in Computing Education : A Systematic Literature Review," ACM Transactions on Computing Education, vol. 24, no. 1, 2024.
[2]
H. Mendick and A.-K. Peters, "How post-Bologna policies construct the purposes of higher education and students' transitions into Masters programmes," European Educational Research Journal, vol. 22, no. 2, pp. 236-253, 2023.
[3]
S. Barrineau, L. Mendy and A.-K. Peters, "Emergentist education and the opportunities of radical futurity," Futures, vol. 144, pp. 103062, 2022.
[4]
A.-K. Peters, "Students' experience of participation in a discipline : A longitudinal study of computer science and IT engineering students," ACM Transactions on Computing Education, vol. 19, no. 1, 2018.
[5]
A.-K. Peters and J. Oden Choi, "The making of a computer scientist," XRDS, vol. 25, no. 1, pp. 7-8, 2018.
[6]
P. Kinnunen et al., "Understanding initial undergraduate expectations and identity in computing studies," European Journal of Engineering Education, vol. 43, no. 2, pp. 201-218, 2018.
Conference papers
[7]
E. Eriksson et al., "Preface of the 5th International Workshop on ICT4S Education," in ICT4S-JP 2023 - Joint Proceedings of ICT4S 2023 Doctoral Symposium, Demonstrations and Posters Track and Workshops, co-located with 9th International Conference on Information and Communications Technology for Sustainability, ICT4S 2023, 2023, pp. 103-104.
[8]
E. Eriksson et al., "Addressing Students’ Eco-anxiety when Teaching Sustainability in Higher Education," in Proceedings - 2022 International Conference on ICT for Sustainability, ICT4S 2022, 2022, pp. 88-98.
[9]
B. Alshaigy et al., "Are We There Yet? : Incorporating Climate Change into CSEd," in Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, 2022, pp. 664-665.
[10]
V. Grande et al., "Making Visible and Modeling the Underrepresented : Teachers' Reflections on Their Role Modeling in Higher Education," in ITiCSE '22 : Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education, 2022, pp. 566-567.
[11]
V. Grande et al., "Role Modeling as a Computing Educator in Higher Education : A Focus on Care, Emotions and Professional Competencies," in ITiCSE-WGR 2022 : Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education, 2022, pp. 37-63.
[12]
A. Rosén et al., "Transformation-Driving Education : Perspectives Emerging in a Dialogue between Teachers with Experiences from Challenge-Driven Education," in Proceedings : Frontiers in Education Conference, FIE, 2022.
[13]
A. Rosén et al., "Transformation-Driving Education: Perspectives Emerging in a Dialogue between Teachers with Experiences from Challenge-Driven Education," in Frontiers in education (FIE 2022), 2022.
[14]
V. Grande et al., "Who is a Role Model? : An Open Discussion on the Role of Role Modeling in Engineering Education," in Proceedings : Frontiers in Education Conference, FIE, 2022.
[15]
V. Grande, M. Daniels and A.-K. Peters, "Reflecting on your Role Modeling with a Scientific Approach," in WEEF Engineering Education Conference, 2021.
[16]
V. Grande and A.-K. Peters, "Understanding how Role Models Make and Broaden Computer Science : in Symposium “What is the Science in Science identity?”," in Proceedings of the Proceedings of the European Science Education Research Association (ESERA), 2021.
[17]
A.-K. Peters, "Using Futures Studies in Computing and Engineering Education: ”Emergentist Education” in an Open-Ended Group Project," in 2021 IEEE Frontiers in Education Conference (FIE), 2021.
[18]
A.-K. Peters et al., "Care ethics to develop computing and engineering education for sustainability," in 2020 IEEE Frontiers in Education Conference (FIE), 2020.
[19]
V. Grande, M. Daniels and A.-K. Peters, "Types of Role Models for the Frontiers in Education (FIE) Community," in 2020 IEEE Frontiers in Education Conference (FIE), 2020.
[20]
I. Pollock et al., "1.5 Degrees of Separation : Computer Science Education in the Age of the Anthropocene," in ITiCSE-WGR '19 : Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education, 2019, pp. 1-25.
[21]
K. Facer et al., "How should universities care for the future? : Universities encouraging and supporting students to care for the future – vision or reality," in Anticipation 2019, 2019.
[22]
A.-K. Peters, "Participation and learner trajectories in computing education," in Bridging Research and Practice in Science Education, 2019, pp. 139-152.
[23]
A.-K. Peters, M. Daniels and Å. Cajander, "Utilising Diversity for Project Work and Learning : A Study of the Learning Agreement Intervention," in 2019 IEEE Frontiers in Education Conference (FIE 2019), 2019.
[24]
V. Grande et al., "“Participating Under the Influence'': How Role Models Affect the Computing Discipline, Profession, and Student Population," in 2018 IEEE frontiers in education conference (FIE), 2018, pp. 1-9.
[25]
Å. Cajander et al., "Unexpected student behaviour and learning opportunities : Using the theory of planned behaviour to analyse a critical incident," in 2017 IEEE Frontiers in Education Conference (FIE), 2017.
[26]
A.-K. Peters et al., "Preparing the global software engineer," in Proc. 10th International Conference on Global Software Engineering, 2015, pp. 61-70.
[27]
A.-K. Peters et al., "Second year Computer Science and IT students' experience of participation in the discipline," in Proc. 15th International Conference on Computing Education Research : Koli Calling, 2015, pp. 68-76.
[28]
Å. Cajander et al., "Critical thinking, peer-writing, and the importance of feedback," in Proc. 44th ASEE/IEEE Frontiers in Education Conference, 2014, pp. 1501-1507.
[29]
A.-K. Peters et al., "First year Computer Science and IT students' experience of participation in the discipline," in Proc. 2nd International Conference on Learning and Teaching in Computing and Engineering, 2014, pp. 1-8.
[30]
A.-K. Peters and D. Rick, "Identity development in computing education : Theoretical perspectives and an implementation in the classroom," in Proc. 9th Workshop in Primary and Secondary Computing Education, 2014, pp. 70-79.
[31]
A.-K. Peters and A. Pears, "Engagement in Computer Science and IT — What! : A matter of identity?," in Proc. 1st International Conference on Learning and Teaching in Computing and Engineering, 2013, pp. 114-121.
[32]
A.-K. Peters, "Identity development of CS and IT students : What's the role of higher education?," in Proc. 9th International Computing Education Research Conference, 2013, pp. 187-188.
[33]
C. Schulte et al., "Computer Science at School / CS Teacher Education : Koli working-group report on CS at school," in Proc. 12th International Conference on Computing Education Research : Koli Calling, 2012, pp. 29-38.
[34]
A.-K. Peters and A. Pears, "Students' experiences and attitudes towards learning Computer Science," in Proc. 42nd ASEE/IEEE Frontiers in Education Conference, 2012, pp. 88-93.
Non-peer reviewed
Conference papers
[35]
V. Grande et al., "Role Modeling as a Computing Educator in Higher Education. A Focus on Care, Emotions and Professional Competencies," in ITiCSE-WGR '22 : Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education, 2022, pp. 37-63.
Theses
[36]
A.-K. Peters, "Learning Computing at University: Participation and Identity : A Longitudinal Study," Doctoral thesis Uppsala : Acta Universitatis Upsaliensis, 2017.
[37]
A.-K. Peters, "The role of students' identity development in higher education in computing," Licentiate thesis : Uppsala University, 2014.
Latest sync with DiVA:
2024-07-17 11:24:21