Email: ndmartin@tacc.utexas.edu
Nicole joined TACC in 2019. In her current role, she leads research and program evaluation projects focused on broadening participation in STEM and strengthening support for K-12 STEM and computer science educators. She also supports educational outreach and teacher professional learning programs in computer science. Her personal research interests include understanding effective strategies to improve teacher work environments and make teaching a more sustainable profession. Before joining TACC, Nicole worked as a research associate at the STEM Center in the College of Education at UT Austin evaluating STEM education programs. Prior to her work at UT Austin, she received her Ph.D. in Educational Psychology from the University of Wisconsin – Madison. Her background is in the Learning Sciences, and her prior research has focused on middle school science teaching and learning.
Martin, N. D., Antoine, A., Wilson Vazquez, A., & Black, C. (2024). Training effective facilitators to scale equity-focused computer science professional learning. In Proceedings of the 2024 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Annual Conference, 270-277. Atlanta, GA, USA. ACM. https://doi.org/10.1145/3653666.3656108
Martin, N. D., Jacobson, M., & Warner, J. R. (2024) Rural schools need support to increase computer science teacher capacity – Reducing certification requirements is not a promising solution. Texas Education Research Center Policy Brief. https://texaserc.utexas.edu/wp-content/uploads/2024/04/EPIC-118-Policy-Brief-4.8.24.pdf
Martin, N. D., Baker, S. N., & Warner, J. R. (2024) Disparities in students’ experience of computer science are exacerbated when considering who does and does not take advanced placement exams. Texas Education Research Center Policy Brief. https://texaserc.utexas.edu/wp-content/uploads/2024/04/EPIC-118-Policy-Brief_4.4.24-.pdf
Wang. Z., Martin, N. D., Baker, S. N., Haynes, M. (2024). A measurement invariance analysis of the Motivation to Teach Computer Science (MTCS) scale among female and male educators. In Proceedings of the 55nd ACM Technical Symposium on Computer Science Education, Volume 1, 1409-1413. https://doi.org/10.1145/3626252.3630766
Martin, N. D., Baker, S. N., Haynes, M., & Warner, J. R. (2023). The Motivation to Teach Computer Science (MTCS) scale: Development, validation, and implications for use. Computer Science Education. DOI: 10.1080/08993408.2023.2182561
Martin, N. D., Garza, E., Wilson Vazquez, A., & Fletcher, C. L. (2022). Scaling professional learning for equitable and inclusive computer science teaching. In 2022 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Conference Proceedings. https://doi.org/10.1109/RESPECT55273.2022.00022
Warner, J. R., Fletcher, C. L., Martin, N. D., Baker, S. N., (2022). Applying the CAPE framework to measure equity and inform policy in computer science education. Policy Futures in Education. https://doi.org/10.1177/14782103221074467
Torbey, R., Martin, N. D., Warner, J. R., & Fletcher, C. L. (2020). Algebra I before high school as a gatekeeper to computer science participation. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education, 839-844. ACM. https://doi.org/10.1145/3328778.3366877
