Track 2 CS10K: Growing Computer Science Curriculum, Diversity, and Teacher Preparedness across Montana

轨道 2 CS10K：蒙大拿州不断发展的计算机科学课程、多样性和教师准备情况

基本信息

批准号：
1639841
负责人：
Yolanda Reimer
金额：
$ 100万
依托单位：
University of Montana
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2016
资助国家：
美国
起止时间：
2016-09-01 至 2020-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1639841&HistoricalAwards=false
关键词：
Track CS10K Growing Computer Science

项目摘要

The University of Montana is building a collaborative effort involving three major state universities and a tribal college. Its two main goals are to prepare high school teachers to teach new computer science (CS) courses in a manner that is sustainable over the long-term, and to expand CS curriculum in Montana's high schools with a special focus on improving the diversity of students who engage in CS. This project represents the first of its kind in the state of Montana due to its scope, the partnerships involved, and the potential to expand the number of students introduced to a wide variety of CS topics at an earlier age. The end result promises to be a broader population of high school students who engage with CS, who go on to major in a computing field, and who ultimately land in successful, high-paying and fulfilling professions. This project can change the economy and the future of Montana, and prepare a more diverse group of young people to take over the next generation of computing in our country.To expand the current offerings of CS courses in Montana high schools, this effort includes the Joy and Beauty of Computing (JBC) course developed and piloted at Montana State University and rolled out to Bozeman High School, and a second CS Principles course. Activities shown to improve diversity (mentoring, pair programming, role models, etc.) will be integrated into course offerings, dual credit opportunities will be available for students, and high school teachers will participate in team-teaching arrangements and on-going professional development (PD) workshops. The educational assessment portion of the project centers on the high-level question: Does the two-course CS curriculum broaden interest and participation in high school CS career pathways? A set of sub-questions that focus separately on student participation and teacher participation will guide the data collection and analysis portion of this study. Six critical measures will be used: pre/post surveys, interviews, CS course enrollment data, artifact reviews, classroom observations, and case study. Formative and summative summaries will be provided each year by Cedar Lake Research Group to inform the research.

蒙大拿大学正在建立一项合作努力，涉及三所主要州立大学和一所部落学院。它的两个主要目标是准备高中教师以长期可持续的方式教授新的计算机科学（CS）课程，并扩大蒙大拿州高中的CS课程，特别着眼于改善参与CS的学生的多样性。由于其范围，涉及的合作伙伴关系，该项目代表了蒙大拿州州的第一个此类项目，并有可能在较早的时候扩大引入各种CS主题的学生人数。最终结果有望成为与CS互动的高中学生，他们继续进入计算机领域，并最终从事成功，高薪和充实的职业。该项目可以改变蒙大拿州的经济和未来，并准备一群更多样化的年轻人来接管我们国家的下一代计算机。要扩大蒙大拿州高中CS课程的当前产品，这项工作包括计算机的快乐和美容（JBC）课程（JBC）课程，并在蒙大拿州立大学（Montana State University）进行了启用，并在Bozeman High Schools of Bozeman High Schools and Cource and proll Cource and Cersecs of Cersecs of Checrecs scs scs corsect。展示有助于改善多样性的活动（指导，配对编程，榜样等）将融入课程，学生将为学生提供双重信用机会，高中教师将参加团队教学安排和正在进行的专业发展（PD）研讨会。项目的教育评估部分集中在高级问题上：两道菜的CS课程是否扩大了对高中CS职业途径的兴趣和参与？一组分别关注学生参与和教师参与的子问题将指导本研究的数据收集和分析部分。将使用六项关键措施：调查前/后调查，访谈，CS课程入学数据，人工制品评论，课堂观察和案例研究。 Cedar Lake Research Group每年将提供形成性和总结性摘要，以告知研究。