Assistant Professor of Practice
Margaret currently serves as an Assistant Professor of Practice and is involved in teaching CS1054 Introduction to Java, CS2104 Introduction to Problem Solving in Computer Science and CS2114 Software Design and Data Structures. She received her BS in Mathematics, then her MS in Computer Science, both from Virginia Tech.
Margaret taught Secondary Math and Computer Science in Maryland and Virginia and has industry experience as a Systems Engineer, Consultant, Trainer, Project Manager and Developer. She also created her own software business which involved designing and developing educational apps for individuals with special needs, as well as customizing and launching the use of hand held devices within many school systems.
Margaret began teaching at Virginia Tech in 2013 and enjoys integrating her various professional experiences within her courses to provide students with real world perspectives and training in contemporary topics and skills for the workforce. She is interested in Computer Science Education and approaches to support individuals from underrepresented groups in computing.
2015 Engineering Inclusive Teaching (EIT) Inclusive Educators Award by Women in Engineering ProActive Network (WEPAN)
DevelopEase profile, Chapter 7 of Computers and Society, Computing For Good by Lisa C. Kaczmarczyk
Finalist 2011 Innovator Award of the Roanoke Blacksburg Technology Council
Finalist 2010 Entrepreneur Award of the Roanoke Blacksburg Technology Council
Recipient 1998 Sallie Mae First Year Teacher Award
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Promoting Self-Efficacy in Computer Science
A project investigating what educational practices can be used to improve the self-efficacy of undergraduate students in Computer Science courses. Adjustments are anticipated to encourage long-term interest in Computer Science among all students but among underrepresented groups in particular. We hope that our findings will yield information that can be used to make changes to other Computer Science courses. We are looking at the impact of special GTA/UTA training sessions, approaches for modeling analytical skills students need to develop, and what type of feedback students need to feel successful and improve understanding of CS concepts."