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大学拉克罗斯分校合作，提出了PUMP-CS项目（为中西部地区的计算机科学原理做准备）。PUMP-CS将为在职和职前教师提供双轨专业发展（PD）序列，无论他们之前的cs专业知识如何，都可以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或10年级水平的ECS，它整合了探究和公平为基础的教学法，传达坚实的CS内容，同时吸引比传统CS产品更多样化的学生群体。第二个轨道包括方法课程，教学计算机科学（TCS），使职前和在职教师能够在他们的主要认证中添加cs特定的背书，同时继续推动教学改革。这门CS方法课程是一个“缺失的环节”，它使教师无法获得CS认证，无法教授编程内容超过25%的课程（例如AP CS或CSP）。计划中的TCS混合/在线形式将允许“密度挑战”地区的远程教师在掌握所需的内容和方法时参与支持性学习社区。该项目团队包括来自大学的成员，计算机科学教师协会（CSTA）威斯康星-奶牛场分会，公共教育部（DPI）的官员，以及来自全州各地区的教师和管理人员。总的来说，他们拥有推动州执照和课程标准变革所需的各种制度知识，将重点大学的大学水平课程与STEM学生管道相匹配，促进CS教师准备的新内容和结构，并严格评估这种大规模干预教师教育和学生学习的结果。这项提议的工作将导致区域性的、可持续的制度变革，以改善计算机科学教育，并为其他机构准备好可扩展的教师准备材料，其仔细评估将探讨计算机科学教师准备何时以及如何最有效，以及如何在其他STEM教学领域利用这些课程等更深层次的问题。

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.