BPC-DP: A Multi-tiered Mentoring Model (M3) for Increasing Minority and Women Participation in Computing

BPC-DP：用于提高少数族裔和女性参与计算的多层指导模型 (M3)

• 批准号: 0940564
• 负责人: J. Michael Wyss
• 金额: $ 49.97万
• 依托单位: University of Alabama at Birmingham
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-05-01 至 2014-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0940564&HistoricalAwards=false
• 关键词: BPC; DP; Multi; tiered; Mentoring

The University of Alabama proposes a multi-tiered mentoring model (M3) that partners a diverse university campus with a large urban school system. The project will provide high-level instruction in computational thinking across three different age groups using a "Learn to Teach, Teach to Learn" approach. The participants will include: (1) middle and high school students from minority backgrounds, (2) their teachers, (3) minority and majority college students with secondary science education or computer science majors, (4) University educators from four interdisciplinary units (Computer Science, and the schools of Education, Engineering, and Medicine); and (5) a learning design firm dedicated to enhancing computing education through media and technology. The Specific Aims of M3 are: (1) to recruit a cadre of minority and women middle and high school students into the computing pipeline by presenting engaging mentored technology experiences, (2) to expose pre-service secondary education students to pedagogical and technical aspects of computing education, through interdisciplinary peer mentorship, (3) to extend computational expertise among high school teachers in predominantly minority schools to encourage them to actively learn and teach computer science courses in their schools, (4) to increase the retention of minority students in undergraduate computer science programs by providing them opportunities to create innovative tools for computing education, (5) to engage K-12 administrators and parents of participants through workshops that highlight the benefits of careers in computing and (6) to evaluate the effects of M3 on student and teacher performance in computing education, their aptitude and interest for this area of research and tracking of career choices among participants.

亚拉巴马大学提出了一种多层次的指导模式（M3），将多元化的大学校园与大型城市学校系统相结合。该项目将提供高层次的教学计算思维在三个不同的年龄组使用“学教，教学”的方法。与会者将包括：（1）来自少数民族背景的初中和高中学生，（2）他们的老师，（3）少数民族和多数民族的中学科学教育或计算机科学专业的大学生，（4）来自四个跨学科单位（计算机科学，教育学院，工程学院和医学院）的大学教育工作者;以及（5）一家致力于通过媒体和技术加强计算教育的学习设计公司。M3的具体目标是：（1）通过提供有吸引力的指导技术经验，招募一批少数民族和女性初中和高中学生进入计算管道，（2）通过跨学科的同伴指导，使职前中等教育学生接触计算教育的教学和技术方面，（3）向以少数民族为主的学校的高中教师推广计算机专业知识，鼓励他们在学校积极学习和教授计算机科学课程，（4）通过为少数民族学生提供创造计算机教育创新工具的机会，增加少数民族学生在本科计算机科学课程中的保留率，（5）通过强调计算机职业的好处的研讨会，吸引K-12管理人员和参与者的父母;评估M3对学生和教师在计算机教育中的表现，他们对这一研究领域的能力和兴趣以及参与者职业选择的跟踪的影响。