Email: mhaynes@tacc.utexas.edu
Madeline started working at TACC as a Graduate Research Assistant in 2014 with the Education and Outreach team and later moved to the Evaluation Services team. After finishing her doctorate in 2021, she rejoined the Evaluation Services Team as a Postdoctoral Fellow and is now a Research Associate. Madeline brings her prior experience as a high school math teacher and in education policy to her current work. In recent years, she has presented research at conferences including those of the American Evaluation Association, American Evaluation Research Association, Association for Computing Machinery’s Special Interest Group for Computer Science Education, CSforALL Summit, Computer Science Teachers Association, and WTCS Summit.
Haynes, M., Yang, Y., Bibriescas, N., Jacobson, M., Baker, S. N., & Warner, J. R. (2022, March). Equity in Access to and Participation in K-12 Computer Science Education. In Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 (pp. 1111-1111).
Martin, N. D., Baker, S. N., Haynes, M., & Warner, J. R. (2021, March). Development and Validation of the Motivation to Teach Computer Science Scale. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education(pp. 1312-1312).
Martin, N. D., Baker, S. N., Haynes, M., & Warner, J. R. (2024). The Motivation to Teach Computer Science (MTCS) scale: development, validation, and implications for use. Computer Science Education, 34(2), 310-327.
Warner, J. R., Baker, S. N., Haynes, M., Jacobson, M., Bibriescas, N., & Yang, Y. (2022, August). Gender, race, and economic status along the computing education pipeline: Examining disparities in course enrollment and wage earnings. In Proceedings of the 2022 ACM Conference on International Computing Education Research-Volume 1 (pp. 61-72).
Alonzo, E. A., Lato, T. J., Gonzalez, M., Olson, T. L., Savage, Q. R., Garza, L. N., ... & Shaw, B. F. (2024). Universal pictures: A lithophane codex helps teenagers with blindness visualize nanoscopic systems. Science Advances, 10(2), eadj8099.
Dunigan, C., Flores, K., Haynes, M., Rangel, C., Velchoff, A., & Warren, J. (2018). Design principles for corequisite mathematics: An exploration of corequisite models for Texas colleges and universities in response to state legislative change (House Bill 2223).
Holme, J. J., Castro, A. J., Germain, E., Haynes, M., Sikes, C. L., & Barnes, M. (2022). Community schools as an urban school reform strategy: Examining partnerships, governance, and sustainability through the lens of the full-service community schools grant program. Educational Policy, 36(3), 520-549.
Diem, S., Holme, J. J., Edwards, W., Haynes, M., & Epstein, E. (2019). Diversity for whom? Gentrification, demographic change, and the politics of school integration. Educational Policy, 33(1), 16-43.
