Track 2 CS10K: Growing Computer Science Curriculum, Diversity, and Teacher Preparedness across Montana

蒙大拿大学正在建立一个包括三所主要州立大学和一所部落学院的合作项目。它的两个主要目标是准备高中教师以一种长期可持续的方式教授新的计算机科学（CS）课程，并在蒙大拿州的高中扩展CS课程，特别注重提高从事CS的学生的多样性。这个项目是蒙大拿州第一个这样的项目，因为它的范围，所涉及的合作伙伴关系，以及扩大学生人数的潜力，使他们在早期接触到各种各样的计算机科学主题。最终的结果将是有更多的高中生参与计算机科学，他们将继续主修计算机领域，并最终进入成功的、高薪的、令人满意的职业。这个项目可以改变蒙大拿州的经济和未来，并为我们国家的下一代计算机技术培养更多样化的年轻人群体。为了扩大蒙大拿州高中目前提供的计算机科学课程，这项努力包括在蒙大拿州立大学开发和试点的“计算机的快乐与美丽”（JBC）课程，并推广到波兹曼高中，以及第二门计算机科学原理课程。旨在提高多样性的活动（指导、结对编程、榜样等）将被纳入课程设置，学生将获得双学分机会，高中教师将参与团队教学安排和持续的专业发展（PD）研讨会。该项目的教育评估部分集中在一个高层次的问题上：两门课程的计算机科学课程是否扩大了人们对高中计算机科学职业道路的兴趣和参与？一组分别关注学生参与和教师参与的子问题将指导本研究的数据收集和分析部分。将使用六个关键措施：前后调查，访谈，CS课程注册数据，工件评论，课堂观察和案例研究。雪松湖研究小组每年将提供形成性和总结性摘要，以告知研究。

The University of Montana is building a collaborative effort involving three major state universities and a tribal college. Its two main goals are to prepare high school teachers to teach new computer science (CS) courses in a manner that is sustainable over the long-term, and to expand CS curriculum in Montana's high schools with a special focus on improving the diversity of students who engage in CS. This project represents the first of its kind in the state of Montana due to its scope, the partnerships involved, and the potential to expand the number of students introduced to a wide variety of CS topics at an earlier age. The end result promises to be a broader population of high school students who engage with CS, who go on to major in a computing field, and who ultimately land in successful, high-paying and fulfilling professions. This project can change the economy and the future of Montana, and prepare a more diverse group of young people to take over the next generation of computing in our country.To expand the current offerings of CS courses in Montana high schools, this effort includes the Joy and Beauty of Computing (JBC) course developed and piloted at Montana State University and rolled out to Bozeman High School, and a second CS Principles course. Activities shown to improve diversity (mentoring, pair programming, role models, etc.) will be integrated into course offerings, dual credit opportunities will be available for students, and high school teachers will participate in team-teaching arrangements and on-going professional development (PD) workshops. The educational assessment portion of the project centers on the high-level question: Does the two-course CS curriculum broaden interest and participation in high school CS career pathways? A set of sub-questions that focus separately on student participation and teacher participation will guide the data collection and analysis portion of this study. Six critical measures will be used: pre/post surveys, interviews, CS course enrollment data, artifact reviews, classroom observations, and case study. Formative and summative summaries will be provided each year by Cedar Lake Research Group to inform the research.