CER: MyCS - Middle Years Computer Science

哈维穆德学院将采用模范教育资源创建MyCS，这是一门旨在培养中学生积极计算认同感的CS课程。积极的计算同一性包括自我效能、享受和未来参与创造计算。该项目将现有的教学资源分为三个不同的MyCS变体。受加州大学洛杉矶分校高中课程探索计算机科学(ECS)的启发，第一个变体广泛地探索了计算概念和技能。第二种变化是通过Scratch和网络技术对编程技能进行深度发展，改编了几门成功的初中和高中课程。第三种变化是一种混合体，它强调Scratch和网络编程方面的技能培养，并将这些技能与课程休息联系起来。该项目调查了教师和学生对这些不同的MyCS实现的反应。项目团队将比较加利福尼亚州波莫纳的波莫纳联合小学合作学区以及我们的两个中学合作学区利胡、HI和圣贝纳迪诺之间的结果。为了最大限度地扩大学生人数，该项目通过暑期工作坊和学年支持，重点关注中学教师的发展。计算已经成为每一项现代努力的重要组成部分。然而，它并没有成为每个现代学生身份的组成部分。也就是说，无论是现在还是在可预见的未来，认为“计算是像我这样的人创造的东西”的学生人数明显落后于对计算创造力的需求。由于他们在早期身份形成中的关键作用，中学时代提供了一个机会之窗，以建立一个积极的计算身份，并为雄心勃勃的CS10k项目做好准备。为此，该项目开发、部署和评估了中年计算机科学课程MyCS的几个变体。项目组将在三个区的目标学校内建立MyCS社区，每个学校的绝大多数学生来自一个不同的群体，在STEM领域的代表性不足。这将带来两个主要好处。首先，即使在项目结束后，这些社区仍将继续培养对计算有信心的学生。其次，评估将剔除MyCS中效率较低的变体和方面，留下一个随时可用的课程，该课程将在进一步的区域部署中获得成功，并将为更大规模的审查、国家试验和更广泛的适应做好准备。

Harvey Mudd College will adapt exemplary educational resources to create MyCS, a CS curriculum whose goal is to develop positive computational identities among middle-school students. A positive computational identity subsumes self-efficacy, enjoyment, and future engagement with creating computation. The project's approach existing pedagogical resources into three distinct MyCS variations. Inspired by UCLA's high-school course, Exploring Computer Science (ECS), the first variation broadly explores computational concepts and skills. The second variation is a depth-based development of programming skills through Scratch and web technologies, adapting several successful middle- and high-school courses. The third variation is a hybrid that punctuates skill-building in Scratch and web programming with curricular breaks contextualizing those skills. The project investigates how teachers and students respond to these different MyCS realizations. The project team will compare results within and among the primary partnering school district, Pomona Unified in Pomona, CA, along with our two secondary partnering districts, Lihue, HI and San Bernardino, CA. In order to maximize the number of students reached, the project focuses on middle-school teacher development through summer workshops and academic-year support.Computation has become a crucial component of every modern endeavor. It has not, however, become a component of every modern student's identity. That is, the number of students who feel that "computation is something that people like me create" lags significantly behind the demand for computational creativity, both now and in the foreseeable future. Because of their pivotal role in early identity-formation, the middle-school years provide a window of opportunity to build a positive computational identity and to prime the pump for the ambitious CS10k project. To that end, this project develops, deploys, and assesses several variations of a middle-years computer-science curriculum, MyCS. The project team will build MyCS communities within targeted schools in three districts, each with a large majority of students from a distinct group underrepresented in STEM fields. Two key benefits will result. First, those communities will continue to develop computationally confident students even after the project concludes. Second, assessments will cull less effective variations and facets of MyCS, leaving a ready-to-go curriculum that will succeed in further regional deployment and will be prepared for larger-scale vetting, national trials, and broader adaptations.