Cazembe Kennedy

STEM Teaching Consultant and Honors College Lecturer , Clemson University
Chapter Member: South Carolina SSN
Areas of Expertise:

Connect with Cazembe

About Cazembe

Kennedy earned his PhD in Human-Centered Computing from Clemson University in May 2020.  Kennedy's doctoral research focused on identifying misconceptions that students have about introductory computer science concepts and developing an active learning technique using peer feedback to address misconceptions. Kennedy's current work focuses on STEM Education research, with interest in diversity and inclusion in this area.  Kennedy additionally created a STEM Policy Issues in Education (PIE) course which he is currently the Lecturer. Kennedy works with ClemsonVotes for civic engagement and various diversity and inclusion committees.



"Qualitative Observations of Student Reasoning: Coding in the Wild" (with Eileen T. Kraemer). ITiCSE '19 (2019): 224–230.

Helps with understanding student thinking and identifying student misconceptions and how they are important precursors to developing high quality pedagogical materials and approaches.

"An Exploration of Student Reasoning about Undergraduate Computer Science Concepts: An Active Learning Technique to Address Misconceptions," Clemson University, 2020.

Explores how computer science (CS) is a popular but often challenging major for undergraduates. Mentions how as the importance of computing in the US and world economies continues to grow the demand for successful CS majors also grows accordingly. 

"A Multi-Level Study of Undergraduate Computer Science Reasoning About Concurrency" (with Aubrey Lawson, Eileen T. Kraemer, and S. Megan Che). ITiCSE '19 (2019): Pages 210–216.

Discusses how in computing concurrency relates to the situation in which different processes or threads may execute at the same time or in an interleaved manner. Mentions how many real-world computing systems utilize concurrency, but concurrency-related concepts have proven difficult for students.

"What Are They Thinking?: Eliciting Student Reasoning About Troublesome Concepts in Introductory Computer Science" (with Eileen T. Kraemer). Koli Calling '18 7 (2018): 1-10.

Discusses how understanding student conceptions and identifying student misconceptions is an important precursor to developing high quality pedagogical materials and approaches.

"Misconception-Based Peer Feedback: A Pedagogical Technique for Reducing Misconceptions" (with Aubrey Lawson, Yvon Feaster, and Eileen Kraemer). ITiCSE '20 (2020): 166–172.

Elaborates on how developing high quality pedagogical materials and techniques is a challenging but important task.