Collaborative Research: CSforAll:RPP: Expanding Inclusive CS Education through the Jumpstarting Philadelphia CSforAll Researcher Practitioner Partnership

合作研究：CSforAll：RPP：通过启动费城 CSforAll 研究人员实践者合作伙伴关系扩大包容性计算机科学教育

• 批准号: 2219443
• 负责人: Jamie Payton
• 金额: $ 32.25万
• 依托单位: Temple University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-11-01 至 2025-10-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2219443&HistoricalAwards=false
• 关键词: Collaborative; Research; CSforAll; RPP; Expanding

Student interest in CS among Pennsylvania students is strong; computer science and programming careers topped the charts in a student occupational interest survey. The state is also making strides in developing and supporting a vision to bring CS learning opportunities to all students in the state; with CS courses counting as math/science credit for graduation in PA public schools. However, challenges remain in realizing a vision for equitable and inclusive computer science education in PA high schools. There is still a large gap in access to CS courses, with particularly low enrollment for students from historically underrepresented groups in computing. This partnership between Drexel University and the School District of Philadelphia is a key step to broadening participation of PA students from historically excluded groups in computing. The project team leverages prior work and recent statewide policies to prepare a larger cohort of teachers for certification to teach computer science.The goal of this Researcher Practitioner Partnership is to bring equitable, inclusive, and high-quality computer science instruction aligned with educational standards to all Philadelphia students through a Networked Improvement Community (NIC). The critical problem the partnership will address is the lack of equitable access to certified CS educators in Philadelphia high schools. This project partners the School District of Philadelphia (SDP), high school teachers and administrators, teacher associations, community and informal education organizations, high school students, parents, and researchers to address this by: offering multiple pathways to certification; identifying a diverse pool of potential CS educators; strengthening support and communities of practice for current and potential CS educators; and working with public sector stakeholders to develop a more effective policy framework that encourages a more diverse pool of CS educators. The investigators represent leadership in CS4Philly, an affiliate of the national CSforALL consortium, and the Philadelphia STEM Ecosystem CS Workgroup.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

宾夕法尼亚州学生对计算机科学的兴趣很浓厚；在学生职业兴趣调查中，计算机科学和编程职业位居榜首。该州还在发展和支持为该州所有学生带来计算机科学学习机会的愿景方面取得了长足进步；计算机科学课程算作宾夕法尼亚州公立学校毕业的数学/科学学分。然而，在宾夕法尼亚州高中实现公平和包容性计算机科学教育的愿景方面仍然存在挑战。获得计算机科学课程的机会仍然存在很大差距，来自计算机领域历来代表性不足的群体的学生入学率尤其低。德雷塞尔大学和费城学区之间的这种合作关系是扩大宾夕法尼亚州历史上被排除在计算机领域的学生参与程度的关键一步。该项目团队利用之前的工作和最近的全州政策，为更多的教师提供计算机科学教学认证。该研究人员从业者合作伙伴关系的目标是为学生提供符合教育标准的公平、包容和高质量的计算机科学教学。所有费城学生都通过网络改进社区 (NIC) 进行改进。此次合作将解决的关键问题是费城高中缺乏公平获得认证计算机科学教育工作者的机会。该项目与费城学区 (SDP)、高中教师和管理人员、教师协会、社区和非正式教育组织、高中生、家长和研究人员合作，通过以下方式解决这一问题： 提供多种认证途径；确定不同的潜在计算机科学教育工作者库；加强对当前和潜在计算机科学教育工作者的支持和实践社区；与公共部门利益相关者合作制定更有效的政策框架，鼓励更多元化的计算机科学教育工作者队伍。调查人员代表了国家 CSforALL 联盟附属机构 CS4Philly 和费城 STEM 生态系统 CS 工作组的领导层。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。