The CS Teaching and Learning Collaboratory (CS-TLC): Building Capacity, Rigor, and Equity in Computer Science Education

罗格斯大学（Rutgers University）提出了一项计划拨款，旨在利用和扩展现有的研究从业者伙伴关系（RPP），为研究计算机科学（CS）教师专业发展（PD）的最佳实践的项目奠定基础。公司对具有计算机经验的专业人员的需求不断增长，年轻人希望从事计算机科学和计算机科学相关的职业，这推动了计算机科学教育的重大投资。然而，许多高中仍在努力提供严格的计算机科学课程。这个更大的项目将为改变这种状况的努力提供信息。它将有助于建立所需的知识库，将高质量、引人入胜的计算机科学课程和教学实践注入马里兰州、新泽西州和宾夕法尼亚州不同地理位置分散的学区的K-12教室。计划的活动将包括需求评估，扩大现有的RPP，制定初步研究问题，以及在2018年夏季设计和试点CS PD。这项基础工作被视为一个四阶段项目的第一阶段，为RPP在更大的项目中取得成功奠定了基础。第二阶段将包括两个密集的，为期5天的暑期课程——一个针对教师，将根据参与者之前的CS经验进行区分，另一个针对旨在将CS添加到学校课程中的管理人员。第三阶段将涉及RPP，作为一个专业学习社区，通过在线协作学习平台提供参与者的持续参与，第四阶段将完成总结性评估。管理人员的加入将使地区和学校能够发展可持续的系统和流程，使他们能够在为所有学生提供严格的计算机科学课程的同时，培养教师的专业知识。过程和结果评估将由独立评估人员进行。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Rutgers University proposes a Planning Grant that leverages and expands an existing Research Practitioner Partnership (RPP) in order to lay the groundwork for a project that will investigate best practices in computer science (CS) teacher professional development (PD). The growing demand from companies for professionals with computing experience, and from young adults wishing to pursue CS and CS-enabled careers is driving major investments in CS education. Yet, many high schools are still struggling to deliver rigorous CS curriculum. This larger project will inform efforts to change that. It will help to build the knowledge base needed to infuse high quality, engaging CS curriculum and instructional practices into K-12 classrooms across diverse and geographically dispersed school districts in Maryland, New Jersey, and Pennsylvania. The planned activities will include a needs assessment, expand the existing RPP, develop initial research questions, and design and pilot CS PD in the summer of 2018. This ground work is seen as Phase 1 of a four-phase project, positioning the RPP for success in the larger project. Phase 2 will include 2 intensive, 5-day summer institutes--one for teachers that will be differentiated by the participant's prior experience with CS, and the other for administrators aiming to add CS to their school's curriculum. Phase 3 will involve the RPP, functioning as a Professional Learning Community, in providing continued engagement of participants via an online collaborative learning platform, and Phase 4 will complete a summative evaluation. The inclusion of administrators will position districts and schools to develop sustainable systems and processes that will enable them to offer rigorous CS classes to all of their students at the same time they are building the expertise of their faculty. Process and outcomes evaluation will be carried out by an independent evaluator.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.