Collaborative Research: Type I: A Taste of Computing: Adding a CS Entree to the Education Choices in a Large Urban School District

合作研究：第一类：计算机体验：在大城市学区的教育选择中添加计算机科学主菜

• 批准号: 1138417
• 负责人: Ronald Greenberg
• 金额: $ 17.61万
• 依托单位: Loyola University of Chicago
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-01 至 2015-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1138417&HistoricalAwards=false
• 关键词: Collaborative; Research; Type; Taste; Computing

DePaul University and Loyola University of Chicago propose a project to improve and expand computer science (CS) education in Chicago Public Schools (CPS) high schools. The project will create a high-quality CS course that will serve as the introductory course for all tracks of the three-year CPS Career and Technology Education InfoTech (CTE InfoTech) program that is offered at 32 high schools. The course will adapt and extend the successful pilot "Exploring Computer Science" (ECS) curriculum originally developed for the Los Angeles Unified School District. With a focus on computational thinking, the ECS curriculum includes units on Human Computer Interaction, Problem Solving, Web Design, Programming, Computing Applications, and Robotics. This project will create new units on Game Programming and Project Management as alternatives to the Robotics unit. These new units won?t require expensive technology, facilitating the adoption of ECS in a wider range of schools; in addition, they will also better serve some of the tracks being introduced in the newly revamped CTE InfoTech curriculum. To increase adoption beyond the CTE program, the new course is likely to be offered also as a Mathematics elective and it will be a great preparatory course for the new AP Computer Science Principles course that is being developed. Finally, the CPS high school population is 51% African American and 37% Hispanic, making Chicago an ideal location to reach students from underrepresented groups, and leveraging the expertise of the PIs, specific efforts will also be made to achieve a more equitable representation of the female half of the population.

德保罗大学和芝加哥洛约拉大学提出了一个项目，以改善和扩大计算机科学（CS）教育在芝加哥公立学校（CPS）高中。该项目将创建一个高质量的CS课程，将作为在32所高中提供的为期三年的CPS职业和技术教育信息技术（CTE InfoTech）计划的所有轨道的入门课程。该课程将适应和扩展最初为洛杉矶联合学区开发的成功试点“探索计算机科学”（ECS）课程。ECS课程侧重于计算思维，包括人机交互，问题解决，网页设计，编程，计算应用和机器人技术。该项目将创建游戏编程和项目管理的新单位作为机器人单位的替代品。这些新单位赢了吗？不需要昂贵的技术，促进在更广泛的学校采用ECS;此外，它们也将更好地服务于新修订的CTE InfoTech课程中引入的一些轨道。为了提高CTE课程的采用率，新课程也可能作为数学选修课提供，这将是正在开发的新AP计算机科学原理课程的一个很好的预备课程。最后，CPS高中人口中有51%是非洲裔美国人，37%是西班牙裔，这使得芝加哥成为接触代表性不足群体学生的理想地点，并利用PI的专业知识，还将做出具体努力，以实现女性人口的更公平代表性。

项目成果

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