BPEC: Broadening Participation in Computing through a Community Approach to Learning

德保罗大学将探索如何让代表性不足的青年参与校内外的计算思维活动。项目工作人员将探索来自不同背景的青年如何参与一项名为芝加哥学习之城（CCoL）的全市性倡议。CCoL为130多家组织提供在线和面对面的STEM学习体验。该项目旨在了解哪些类型的因素最有可能使青年参与计算机科学在线学习机会。该项目的工作人员希望辨别如何串在一起的计算机科学的学习机会，导致所有青年发展的兴趣，知识和技能，采取计算机科学课程在高中和追求职业生涯在大学。德保罗大学将实施一个基于设计的研究议程，设计，实施和研究CCoL倡议。CCoL的目的是让学生和家长看到一个由组织领导的网络，为青年提供自定进度的学习机会。参加CCoL的学生可以获得数字徽章，这些徽章可以直观地代表他们的学习，成就和技能发展，无论是面对面的还是自定进度的学习机会。该项目将开发1）一套自定进度的在线学习活动，然后可以由更大的社区共享和迭代，2）围绕如何发行数字徽章以支持代表性不足的青年的社区参与的设计原则，3）芝加哥青年通过一组面对面的共享计算的学习旅程的匿名数据集，面对学习活动，可以分析跨性别，种族，年龄和地理位置和学习成果（例如获得的特定徽章）的模式，以及4）将学习城市倡议扩展到其他城市。

DePaul University will explore how to engage underrepresented youth in computational thinking activities both in and out of school. The project staff will explore how youth from different backgrounds engage in a citywide initiative called Chicago City of Learning (CCoL). CCoL provides STEM learning experiences both online and face-to-face with over 130 organizations. This project seeks to understand what types of factors are most likely to engage youth in computer science online learning opportunities. The project staff hope to discern how to string together computer science learning opportunities that lead to all youth developing the interest, knowledge and skills to take computer science courses in high school and pursue careers in college.DePaul University will implement a design-based research agenda to design, implement and study the CCoL initiative. CCoL is designed to make visible to students and parents a network of organization-led and self-paced learning opportunities for youth. Students who participate in CCoL earn digital badges that visually represent their learning, achievement, and skill development from both face-to-face and self-paced learning opportunities. This project will develop 1) a set of self-paced, online learning activities that can then be shared and iterated upon by the larger community, 2) design principles around how to issue digital badges to support community engagement for underrepresented youth, 3) an anonymized dataset of the learning journeys of Chicago's youths through a shared set of computation face-to-face learning activities that can be analyze for patterns across gender, race, age, and geographic location and learning outcomes (e.g. specific badges earned), and 4) the scaling of the City of Learning initiative to other cities.