Collaborative Research: Special Projects (CNS): BPC-A: Expanding Computing Education Pathways (ECEP) Alliance

合作研究：特别项目 (CNS)：BPC-A：扩展计算机教育途径 (ECEP) 联盟

• 批准号: 1228352
• 负责人: Mark Guzdial
• 金额: $ 258.6万
• 依托单位: Georgia Tech Research Corporation
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-10-01 至 2018-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1228352&HistoricalAwards=false
• 关键词: Collaborative; Research; Special; Projects; CNS

Georgia Institute of Technology and the University of Massachusetts, Amherst join together with state and organizational partners and associates, supported with a bureau of experts in a new national alliance to facilitate state-level computing education reforms. The Expanding Computing Education Pathways (ECEP) Alliance builds on five years of work by the Commonwealth Alliance for IT Education (CAITE) and Georgia Computes! and on best practices in computing education, particularly those developed in the community of Broadening Participation in Computing (BPC) Alliances. CAITE and Georgia Computes! have been successful in facilitating state-level systemic change that has improved the quality of computing education, broadened participation in computing, and increased the number of students in the pathway to computing and computing-intensive degrees. The partnership will determine the unique needs in other state/regional computing education systems and develop approaches that address those needs. California and South Carolina were chosen as initial ECEP partner states because they have the population, institutions, workforce demand and individuals or organizations ready to work to institute reform. The project staff will form a cohort of associate states and regions starting with Alabama, Indiana, and Puerto Rico, with plans to grow by leveraging CSTA?s Leadership Cohort and Chapters and STARS partners. Using Massachusetts, Georgia and some of the partner/associate states and regions to test and refine practices, ECEP will work with NCWIT, STARS, CSTA and our cadre of experts to disseminate lessons learned and best practices through mechanisms such as Train-the-Trainer workshops, workshops on how to run sustainable and effective events (such as summer camps), and strategies for strengthening and aligning pathways and curricula. ECEP will train STARS Leaders to do effective outreach, partner with NCWIT to disseminate best practices and develop new resources for our partner and associate states, and provide data to inform national and local organizations on computing education issues in ECEP partner states and regions. Independent evaluation informs project decision making and develops processes and tools that are available to new partners. The goal of ECEP is to have a significant impact on improving and broadening participation in computing education state by state. Increasing the number of computing and computing-intensive degree graduates, and the diversity of those graduates, requires systemic change to educational pathways. Students decide as early as pre-teens against computing as a career, but a quality high school computer science experience can change that decision. Underrepresented minority students may not gain access to quality computing education unless it is made available broadly in high schools. The diversity and reach of community colleges makes them attractive pathways for students if we can facilitate transfer and ensure success. For computing to be taken seriously in middle, high school and community and 4-year colleges requires that we define high school computing curricula, increase the number of well-trained, certified high school computing teachers, improve post-secondary degree programs, curricular alignment, advising, and retention, and generally promote K-20 computing education reform. ECEP state partners and regions should see significant improvements in their computing education, through public policy, outreach, or changes in the education system. By transferring the success of CAITE and Georgia Computes! into other states, ECEP will develop, implement, and evaluate models for replicating change at the state level.

乔治亚理工学院和马萨诸塞大学阿默斯特分校与州和组织的合作伙伴和同事联合起来，在一个新的国家联盟的专家局的支持下，促进州一级的计算机教育改革。扩展计算教育途径（ECEP）联盟建立在英联邦IT教育联盟（CAITE）和乔治亚计算机公司五年的工作基础上！以及计算机教育的最佳实践，特别是在扩大计算机参与联盟社区中发展起来的实践。凯特和乔治亚电脑公司！成功地促进了州一级的系统变革，提高了计算机教育的质量，扩大了计算机的参与范围，增加了攻读计算机和计算密集型学位的学生人数。该合作伙伴关系将确定其他州/地区计算机教育系统的独特需求，并开发解决这些需求的方法。加州和南卡罗来纳州被选为ECEP的最初合作州，因为它们有人口、机构、劳动力需求和个人或组织准备进行改革。项目人员将从阿拉巴马州、印第安纳州和波多黎各开始，组成一个联合州和地区的队列，并计划通过利用CSTA？领导团队、分会和STARS合作伙伴。ECEP将与NCWIT、STARS、CSTA和我们的专家骨干合作，利用马萨诸塞州、乔治亚州和一些伙伴/联合州和地区来测试和改进实践，通过培训师研讨会、关于如何开展可持续和有效活动（如夏令营）的研讨会以及加强和调整途径和课程的战略等机制，传播经验教训和最佳实践。ECEP将培训STARS领导人进行有效的外展，与NCWIT合作，为我们的合作伙伴和准州传播最佳实践并开发新资源，并提供数据，向ECEP合作伙伴州和地区的国家和地方组织提供有关计算教育问题的信息。独立评估为项目决策提供信息，并为新合作伙伴开发可用的流程和工具。ECEP的目标是在各州改善和扩大计算机教育的参与方面产生重大影响。增加计算机和计算密集型学位毕业生的数量，以及这些毕业生的多样性，需要对教育途径进行系统的改变。学生们早在十几岁前就决定不把计算机作为职业，但高质量的高中计算机科学经历可以改变这个决定。代表性不足的少数族裔学生可能无法获得高质量的计算机教育，除非它在高中广泛普及。如果我们能够促进转学并确保成功，社区大学的多样性和覆盖面将使其成为吸引学生的途径。为了让计算机在初中、高中、社区和四年制大学得到认真对待，我们需要定义高中计算机课程，增加训练有素、经过认证的高中计算机教师的数量，改进高等教育学位课程、课程调整、建议和保留，并普遍推动K-20计算机教育改革。通过公共政策、外联或教育系统的改变，ECEP的州合作伙伴和地区应该看到他们的计算机教育有了显著的改善。通过转让CAITE和Georgia computers的成功！在其他状态中，ECEP将开发、实现和评估用于在状态级别复制更改的模型。