Sara Hooshangi

Sara Hooshangi is an active computer science educator and researcher with a significant publication record spanning from 2003 to 2025. Her work demonstrates a clear evolution from early research in synthetic biology and computational biology to her current focus on computer science education, human-AI collaboration, and code quality assessment. She frequently collaborates with colleagues across multiple institutions on educational research projects focused on improving computing education.

Hooshangi's research interests center on critical challenges in computer science education, including gender perception in computing, transfer student experiences, capstone project design, and the integration of practical computing skills into curricula. Her work often addresses diversity and inclusion issues in computing education, with particular attention to women's experiences and socioeconomic factors affecting student performance. She has developed methodologies for investigating educational challenges and has contributed to instrumentation for measuring student confidence and interest in computing fields.

Her recent publications (2023-2025) reveal a strong emphasis on practical educational challenges: assessing team-based capstone projects, tracking student perceptions of computing skills, examining transfer student barriers, and investigating gender perception among non-CS majors. These works demonstrate her commitment to evidence-based approaches to improving computer science education through rigorous mixed-methods research.

Hooshangi has been active in major computing education venues including ITiCSE, SIGCSE, and FIE, indicating her standing within the computer science education community. Her collaborations span numerous institutions and researchers, suggesting active participation in the broader educational research community.

She has advised numerous students who have become co-authors on her publications, including Margaret Ellis, Khushi Parajuli, and Asma Shakil, among others. Her work on capstone projects and instructor perspectives suggests involvement in curriculum development and faculty training initiatives.