CS 10K: Collaborative Research: Priming the PUMP - Preparing the Upper Midwest for Principles of Computer Science

马奎特大学与威斯康星州大学拉克罗斯合作，提出了CUP-CS项目（为上中西部计算机科学原理做准备）。CNOP-CS将提供一个双轨的专业发展（PD）序列，用于认可在职和职前教师-无论他们以前的CS特定知识-在课堂上教授探索计算机科学（ECS）或计算机科学原理（AP CSP）课程。第一个轨道准备在职教师领导9日或10日年级水平的ECS，它集成了调查和基于公平的教学法，传达坚实的CS内容，同时吸引更多样化的学生群体比传统的CS产品。第二个轨道包括一个方法课程，教学计算机科学（TCS），这使得职前和在职教师增加一个CS具体认可他们的初级认证，同时继续促进教学改革。这个CS方法课程是一个“缺失的环节”，阻止教师获得CS认可，需要教授超过25%的编程内容的课程（例如AP CS或CSP）。计划中的混合/在线形式的技合教育将使“密度挑战”地区的远程教师能够在掌握所需内容和方法的同时参与支持性学习社区。 该项目小组包括来自大学的成员，计算机科学教师协会（CSTA）的威斯康星州-奶牛场分会，公共教育部（DPI）的官员，以及来自全州各区的教师和管理人员。 总的来说，他们拥有推动州许可证和课程标准变革所需的各种机构知识，将重点大学的大学课程与STEM学生管道相匹配，促进CS教师准备的新内容和结构，并严格评估这种对教师教育和学生学习的大规模干预的结果。这项拟议的工作将导致区域，可持续的制度变革，以改善CS教育，并可扩展的教师准备材料，供其他机构采用，其仔细评估将探讨更深层次的问题，何时以及如何CS教师准备可以最有效，以及如何在其他STEM教学领域利用这些经验教训。

Marquette University, in collaboration with the University of Wisconsin La Crosse, proposes the PUMP-CS Project (Preparing the Upper Midwest for Principles of Computer Science). PUMP-CS will provide a two-track professional development (PD) sequence for endorsing in-service and pre-service teachers--regardless of their prior CS-specific knowledge--to teach the Exploring Computer Science (ECS) or Computer Science Principles (AP CSP) curricula in their classrooms. The first track prepares in-service teachers to lead 9th- or 10th-grade level ECS, which integrates an inquiry- and equity-based pedagogy to convey solid CS content while appealing to a more diverse student population than traditional CS offerings. The second track includes a methods course, Teaching Computer Science (TCS), which enables both pre-service and in-service teachers to add a CS-specific endorsement to their primary certification, while continuing to promote pedagogical reform. This CS methods course is a "missing link" preventing teachers from earning the CS endorsement required to teach a course with more than 25% programming content, (e.g. AP CS or CSP). The planned hybrid/online format for TCS will allow remote teachers in "density-challenged" regions to participate in a supportive learning community as they master the content and methods required. The project team includes members from universities, the Wisconsin-Dairyland chapter of the Computer Science Teachers Association (CSTA), officials from the Department of Public Instruction (DPI), and teachers and administrators from districts across the state. Collectively, they have the diverse institutional knowledge necessary to drive change in state licensure and curriculum standards, to match college-level courses at key universities to the STEM student pipeline, to promote new content and structure for CS teacher preparation, and to rigorously assess the results of this large-scale intervention on teacher education and student learning. This proposed work will lead to regional, sustainable institutional change to improve CS education, and scalable teacher preparation materials ready for other institutions to adopt, and its careful assessment will explore deeper questions of when and how CS teacher preparation can be most effective, and how those lessons can be leveraged in other STEM teaching fields.