Jamie Payton is Chair of the Department of Computer and Information Sciences at Temple University. Her research interests include pervasive computing systems for smart health and well-being, broadening participation in computing, and evidence-based approaches to improving computer science education. She is the Director of the STARS Computing Corps, a national alliance with the mission to broaden participation of groups that are underrepresented in computing. With support from the National Science Foundation, the STARS Computing Corps operates as a community of practice that engages computing faculty and students at institutions of higher education (IHEs) with a shared commitment to take action to advance diversity, equity, and inclusion in computing. STARS has engaged more than 50 colleges and universities in projects designed to promote persistence by connecting computing to community and societal impacts, reinforcing computing knowledge through teaching and practice, and developing professional, entrepreneurial, and creative skills. STARS student members have positive gains in GPA, self-efficacy, computing identity, and commitment to computing, with enhanced outcomes for women, African American/Black, and Hispanic/Latinx students.
Through her work with STARS, Payton has also helped to foster an academic community centered around broadening participation in computing through the annual STARS Celebration conference, which builds capacity for students and faculty through education and ignites action for adoption of evidence-based BPC practices, and as a co-founder of the IEEE STCBP RESPECT research conference, which advances peer-reviewed scholarship on diversity, equity, and inclusion in computing. Payton is also a founding member of the Connected Learner project, which aims to revolutionize undergraduate computer science education by connecting students to peers, connecting students to the profession, and connecting computing to a purpose and by transforming faculty classroom practices and departmental culture to emphasize inclusive pedagogy.
Jamie Payton is Chair of the Department of Computer and Information Sciences at Temple University. Her research interests include pervasive computing systems for smart health and well-being, broadening participation in computing, and evidence-based approaches to improving computer science education. She is the Director of the STARS Computing Corps, a national alliance with the mission to broaden participation of groups that are underrepresented in computing. With support from the National Science Foundation, the STARS Computing Corps operates as a community of practice that engages computing faculty and students at institutions of higher education (IHEs) with a shared commitment to take action to advance diversity, equity, and inclusion in computing. STARS has engaged more than 50 colleges and universities in projects designed to promote persistence by connecting computing to community and societal impacts, reinforcing computing knowledge through teaching and practice, and developing professional, entrepreneurial, and creative skills. STARS student members have positive gains in GPA, self-efficacy, computing identity, and commitment to computing, with enhanced outcomes for women, African American/Black, and Hispanic/Latinx students.
Through her work with STARS, Payton has also helped to foster an academic community centered around broadening participation in computing through the annual STARS Celebration conference, which builds capacity for students and faculty through education and ignites action for adoption of evidence-based BPC practices, and as a co-founder of the IEEE STCBP RESPECT research conference, which advances peer-reviewed scholarship on diversity, equity, and inclusion in computing. Payton is also a founding member of the Connected Learner project, which aims to revolutionize undergraduate computer science education by connecting students to peers, connecting students to the profession, and connecting computing to a purpose and by transforming faculty classroom practices and departmental culture to emphasize inclusive pedagogy.