Kennedy earned his PhD in Human-Centered Computing from Clemson University in May 2020. Kennedy's doctoral research focused on identifying misconceptions that students have about introductory computer science concepts and developing an active learning technique using peer feedback to address misconceptions. Kennedy's current work focuses on STEM Education research, with interest in diversity and inclusion in this area. Kennedy additionally created a STEM Policy Issues in Education (PIE) course which he is currently the Lecturer. Kennedy works with ClemsonVotes for civic engagement and various diversity and inclusion committees.
Presents an institutional strategy for longitudinal collection of data to explore equity in high-impact educational practices and how disaggregation of student data supports institutional change.
Helps with understanding student thinking and identifying student misconceptions and how they are important precursors to developing high quality pedagogical materials and approaches.
Explores how computer science (CS) is a popular but often challenging major for undergraduates. Mentions how as the importance of computing in the US and world economies continues to grow the demand for successful CS majors also grows accordingly.
Discusses how in computing concurrency relates to the situation in which different processes or threads may execute at the same time or in an interleaved manner. Mentions how many real-world computing systems utilize concurrency, but concurrency-related concepts have proven difficult for students.
Discusses how understanding student conceptions and identifying student misconceptions is an important precursor to developing high quality pedagogical materials and approaches.
Elaborates on how developing high quality pedagogical materials and techniques is a challenging but important task.