Collaborative Research: Chicago Alliance For Equity in Computer Science (CAFECS)

合作研究：芝加哥计算机科学公平联盟 (CAFECS)

• 批准号: 1738572
• 负责人: Steven McGee
• 金额: $ 100.25万
• 依托单位: The Learning Partnership
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-10-15 至 2022-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1738572&HistoricalAwards=false
• 关键词: Collaborative; Research; Chicago; Alliance; Equity

DePaul University, in collaboration with The Learning Partnership, Loyola University of Chicago, Chicago Public Schools (CPS), and the University of Illinois at Chicago, proposes a researcher practitioner partnership - the Chicago Alliance For Equity in Computer Science (CAFECS)- with the aim of ensuring that all CPS students have access to inclusive, high-quality, introductory computer science education in high school. CPS, the third largest school district in the nation, requires all students starting high school in Fall 2017 or later to complete a computer science (CS) course. CAFECS will ensure that CPS provides sufficient support to teachers and holds all schools accountable for offering high-quality CS across the entire district. CAFECS will empower at least 25,000 Chicago teens with the foundational practices of computer science.CAFECS stems from a well-established partnership between university CS and educational research faculty, along with CPS teachers and administrators. The partnership began forming in Chicago a decade ago around the common goal of providing all CPS high school students access to meaningful and engaging computer science instruction. CAFECS is currently reaching a large and diverse population through the extensively-tested Exploring Computer Science (ECS) curriculum and professional development program, with its guided-inquiry approach and a focus on engaging students through multiple modes of learning and culturally sensitive content. Over 200 teachers have completed ECS professional development delivered by CAFECS. In the 2016-2017 school year, approximately 7,000 students have completed ECS in 63 high schools (of the 106 district-run high schools). The student population in these ECS courses spans the largest population categories long underrepresented in computing includes 44% females, 38% African-American, and 47% Hispanic, which is consistent with the district-wide demographics. Building on this initial success, CPS must continue to develop mechanisms for providing professional development for teachers and principals at scale in order to ensure that all schools offer a high quality CS course to all CPS students. The project seeks to build upon established relationships between the university partners and CPS so that they will continue to serve the community beyond the scope of the project.

德保罗大学与 The Learning Partnership、芝加哥洛约拉大学、芝加哥公立学校 (CPS) 和伊利诺伊大学芝加哥分校合作，提议建立一个研究人员实践伙伴关系 - 芝加哥计算机科学公平联盟 (CAFECS) - 与目标是确保所有 CPS 学生都能在高中获得包容性的、高质量的计算机科学入门教育。 CPS 是全美第三大学区，要求所有 2017 年秋季或之后开始高中学业的学生完成计算机科学 (CS) 课程。 CAFECS 将确保 CPS 为教师提供足够的支持，并要求所有学校负责在整个学区提供高质量的 CS。 CAFECS 将为至少 25,000 名芝加哥青少年提供计算机科学的基础实践。CAFECS 源于大学 CS 和教育研究人员以及 CPS 教师和管理人员之间建立的良好合作伙伴关系。该合作伙伴关系于十年前在芝加哥开始形成，其共同目标是为所有 CPS 高中生提供有意义且引人入胜的计算机科学教学。 CAFECS 目前通过经过广泛测试的探索计算机科学 (ECS) 课程和专业发展计划，以其引导式探究方法，并注重通过多种学习模式和文化敏感内容吸引学生，从而接触到大量多样化的人群。超过 200 名教师完成了 CAFECS 提供的 ECS 专业发展。 2016-2017 学年，63 所高中（106 所区办高中）约有 7,000 名学生完成了 ECS。这些 ECS 课程的学生群体涵盖了计算机领域长期代表性不足的最大人口类别，其中包括 44% 的女性、38% 的非洲裔美国人和 47% 的西班牙裔美国人，这与全学区的人口统计数据一致。在这一初步成功的基础上，CPS 必须继续开发为教师和校长提供大规模专业发展的机制，以确保所有学校为所有 CPS 学生提供高质量的计算机科学课程。 该项目旨在建立大学合作伙伴和 CPS 之间已建立的关系，以便他们能够在项目范围之外继续为社区服务。

项目成果

Equal Outcomes 4 All: A Study of Student Learning in ECS

• DOI: 10.1145/3159450.3159529
• 发表时间: 2018-02
• 期刊: Proceedings of the 49th ACM Technical Symposium on Computer Science Education
• 作者: S. McGee;Randi McGee-Tekula;Jennifer Duck;Catherine McGee;L. Dettori;Ronald I. Greenberg;E. Snow;Daisy W. Rutstein;Dale F. Reed;Brenda Wilkerson;Don Yanek;Andrew M. Rasmussen;Dennis Brylow

Broadening Participation and Success in AP CSA: Predictive Modeling from Three Years of Data

AP CSA 的扩大参与和成功：根据三年数据进行预测建模

• DOI: 10.1145/3408877.3432421
• 发表时间: 2021
• 期刊: ACM Tech. Sym. Comp. Sci. Ed. (SIGCSE’21
• 作者: Boda, Phillip A.;McGee, Steven
• 通讯作者: McGee, Steven

Assessing the Effectiveness of Computer Science RPPs: The Case of CAFÉCS

评估计算机科学 RPP 的有效性：CAFàCS 案例

• DOI: 10.1109/respect46404.2019.8985736
• 发表时间: 2019
• 期刊: and Technology (RESPECT
• 作者: Henrick, Erin;McGee, Steven;Greenberg, Ronald I.;Dettori, Lucia;Rasmussen, Andrew M.;Yanek, Don;Reed, Dale F.
• 通讯作者: Reed, Dale F.

CS as a Graduation Requirement: Catalyst for Systemic Change

CS 作为毕业要求：系统变革的催化剂

• DOI: 10.1145/3159450.3159646
• 发表时间: 2018
• 期刊: SIGCSE Technical Symposium
• 作者: Dettori, Lucia;Greenberg, Ronald I.;McGee, Steven;Reed, Dale;Wilkerson, Brenda;Yanek, Don
• 通讯作者: Yanek, Don

Assessing computational thinking: an overview of the field

评估计算思维：该领域概述

• DOI: 10.1080/08993408.2021.1918380
• 发表时间: 2021
• 期刊: Computer Science Education
• 影响因子: 2.7
• 作者: Weintrop, David;Wise Rutstein, Daisy;Bienkowski, Marie;McGee, Steven
• 通讯作者: McGee, Steven