Emily Green, MA
Research Associate II
(831) 440-2214
Biography
Emily Green, MA, works primarily on projects focusing on Equity and Inclusion in STEM. She researches K–12 through adult workforce with a focus on how access to resources shifts throughout this process. Prior to joining ETR she worked as a teacher with youth in Santa Cruz County at IRIS Science Academy and Green STEAM Education, where her focus was on teaching hands-on science to alternatively educated students and providing rigorous science education to everyone. It is through these experiences that she discovered the inequity present in STEM education. With her research, she hopes to alleviate these imbalances.
Ms. Green received her MA from San Jose State University in Applied Anthropology. She is an experienced qualitative researcher with expertise in data collection with young people and rigorous data analysis. Her current research brings Computer Science (CS) for All to local school districts with a focus on making CS accessible. She does this by working in Research-Practice Partnerships with local school districts, local community colleges, and other local non-profits. Emily coordinates these partnerships by acting as a broker helping researchers and school staff to understand each other’s needs. Emily regularly conducts, coordinates, and supervises qualitative research methodologies including designing protocols, observations, interviews, focus groups, surveys, case studies, and has expertise in qualitative software, thematic coding, and grounded theory.
Current Projects
- A Coordinated, Cross-Institutional Career and Technical Education Cybersecurity Pathway
- Computing for the Social Good: A Research-Practice Partnership to Increase Equity among Students and Parents
- Leveling the Field: Increasing the Preparedness and Belonging of Underrepresented Community College Students in Computing
Publications
Green, E., & Denner, J. (2021, May). Retaining Vulnerable Students in CS Across School Transitions: The role of Cross-Sector Collaborations. Paper presented at the Annual Conference on Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) http://respect2021.stcbp.org/
Pozos, R., Denner, J., Asamoto, E., Green, E., & Severance, S. (2021, May). How Do We Do CS on Top of Everything Else? A Coaching Cycle Approach in Elementary School. Poster presented at the Annual Conference on Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) http://respect2021.stcbp.org/
Denner, J., Green, E., & Campe S. (2021) Learning to program in middle school: How pair programming helps and hinders intrepid exploration, Journal of the Learning Sciences, DOI: 10.1080/10508406.2021.1939028
Shannon Campe, Jill Denner, Emily Green & David Torres (2020) Pair programming in middle school: variations in interactions and behaviors, Computer Science Education, 30:1, 22-46, DOI: 10.1080/08993408.2019.1648119
Louise Ann Lyon & Emily Green (2020) Women in coding boot camps: an alternative pathway to computing jobs, Computer Science Education, 30:1, 102-123, DOI: 10.1080/08993408.2019.1682379
Denner, J., Green E. & Edwards, J. (2020, March). Using Research to Ensure Equity in a Cybersecurity Education Pathway. Poster at Research on Equity & Sustained Participation in Engineering, Computing, & Technology (RESPECT). Annual Meeting, Portland, OR.
Green, E. & Brady, G. (2019, December). Cybersecurity Pathway: California Perspective. National Initiative for Cybersecurity Education (NICE) K12 Cybersecurity Education Conference. Garden Grove, California.
Green, E. (2019, February) Are You Ready to RPP? Lightening Talk at Research on Equity & Sustained Participation in Engineering, Computing, & Technology (RESPECT). Annual Meeting, Minneapolis, MN.
Denner, J. & Green, E. (2019, April) Using a Research-Practice Partnership to Bolster CS Education: Challenges and Opportunities for Equity. Poster at American Education Research Association (AERA). Annual Meeting, Toronto, Canada.
Campe, S., Denner, J., Green, E., & Werner, L. (2018, February). Pair Programming Interactions in Middle School: Collaborative, Constructive, Dismissive, or Disengaged?. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education (pp. 1093-1093). ACM.
Denner, J., Green, E., & Campe, S. (2018, February). Pair Programming in Middle School: Research-Based Strategies for Teachers. Showcase at the 49th ACM Technical Symposium on Computer Science Education.
Burke, Q., Bailey, C., Lyon, L.A. & Green, E. (2018, April). Assessing Industry’s Perspective of Coding Boot Camps through the Lens of Routine and Adaptive Expertise. Paper presented at the American Educational Research Association (AERA) Annual Meeting, New York, NY.
Lyon, L.A., Green, E., & Clayton, C. (2018, February). Informal Women’s Coding Groups. Poster presented at the IEEE STCB Conference for Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), Baltimore, MD.
Lyon, L.A., & Green, E. (2018, February). Women’s Attraction to Coding Boot Camps. Lightning talk presented at the IEEE STCB Conference for Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), Baltimore, MD.
Q. Burke, C. Bailey, L. A. Lyon, and E. Green (2018), “Understanding the Software Development Industry’s Perspective on Coding Boot Camps Versus Traditional 4-year Colleges,” in Proceedings of the 49th ACM Technical Symposium on Computer Science Education, New York, NY, USA, pp. 503–508
Green, E. (2014). Anthropology in the park: An investigation into the cultural and civic potential of public spaces. San Jose State University, Department of Anthropology: MA Project Report and Thesis Archive. Available at: http://www.sjsu.edu/anthropology/docs/projectfolder/Green-Emily-project.pdf
Green, E. (2014). Anthropology in the park: Learning and using technology in the field. In E. Canin (Ed), Imagineering the Present: Technology and Creativity, pp. 65–70. Paper presented at The Southwestern Anthropological Association, Garden Grove, California. 24–26 April. California State University, Fullerton.
