Aleata Hubbard Cheuoua

Overview

Aleata Hubbard Cheuoua is a national expert in computer science education research. As a Senior Research Scientist with the Learning and Technology team, Hubbard Cheuoua supports computer science initiatives at numerous school districts, nonprofit organizations, and universities. She provides clients with evidence-based findings to modify program designs, drive program strategy, and better serve students and teachers. 

Hubbard Cheuoua’s research focuses mostly on understanding how K–12 educators transition into computer science teaching and how different professional learning opportunities support their development. More recently, she has expanded her research agenda to examine the intersection of equity pedagogy and computer science disciplinary knowledge. Her scholarship has also contributed to greater acceptance of qualitative methods and critical paradigms in the computer science education community. 

Hubbard Cheuoua’s external service activities also reflect her commitment to improving computer science education. She is a member of the editorial board for two leading computer science education journals, where she contributes her expertise in qualitative research and related research paradigms. She regularly volunteers for advisory boards and committees such as the Special Interest Group in Computer Science Education (SIGCSE) Special Projects Fund and Travel Grant Program and the SIGCSE election committee. Through these and other service commitments, Hubbard Cheuoua strives to give voice to groups who are often overlooked by the computer science education community. 

Education

• PhD in learning sciences, Northwestern University 
• MA in learning sciences, Northwestern University 
• BS in computer science and French, Carnegie Mellon University 

Select Publications

Hubbard Cheuoua, A. (2023). CS teaching and racial identities in interaction: A case for discourse analytic methods. In Proceedings of the 2023 ACM Conference on International Computing Education Research V.1 (ICER ’23), Vol. 1. Association for Computing Machinery, August 7–11, 2023, Chicago, IL, 371–380. 

Hubbard, A., & Kao, Y. (2021). Eliciting pedagogical content knowledge of computer science teaching. In C. Mouza, A. Yadav, & A. Leftwich (Eds.), Preparing pre-service teachers to teach computer science: Models, practices and policies. Information Age Publishing, 69-91.  

Hubbard Cheuoua, A. (2021). Confronting inequities in computer science education: A case for critical theory. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, 425–430.  

Hubbard, A. (2018). Pedagogical content knowledge in computing education: A review of the research literature. Computer Science Education, 28(2), 117–135.  

Honors, Awards, and Affiliations

Associate Editor, Computer Science Education (2022–present) 

Associate Editor, ACM Transactions on Computing Education (2022–present) 

Conference Committee, SIGCSE 2023 Birds of a Feather Track Chair (2022–2023) 

Board Member, Carnegie Mellon University School of Computer Science Alumni Board (2021–present) 

Second Best Paper Award in the Positions & Curriculum Initiatives Track at the ACM SIGCSE Technical Symposium in 2021 

Recent Media Appearances

• Wisconsin needs more kids to take computer science. Can a Microsoft program help make that happen?, Milwaukee Journal Sentinel, June 2019.
• Leveraging the Knowledge Base: How CSforALL Researcher Members Take Action Towards Broadening Participation in Computing, CSforALL, December 2024.