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

罗格斯大学提出了一项规划助学金，该助学金利用并扩大了现有的研究实践者伙伴关系(RPP)，以便为一个将调查计算机科学(CS)教师专业发展(PD)最佳实践的项目奠定基础。公司对具有计算经验的专业人员以及希望从事CS和CS支持的职业的年轻人的需求日益增长，这推动了对CS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一点的努力提供信息。它将有助于建立所需的知识库，将高质量的CS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和地理分散的学区的K-12课堂。计划的活动将包括需求评估、扩大现有的区域合作伙伴关系、开发初步研究问题，以及在2018年夏季设计和试行CS PD。这项基础工作被视为四个阶段项目的第一阶段，为RPP在更大项目中的成功定位。第二阶段将包括两个为期5天的强化暑期研习班--一个面向教师，根据学员以前的CS经验进行区分；另一个面向旨在将CS添加到学校课程中的管理人员。第三阶段将涉及作为专业学习社区的区域合作伙伴计划，通过在线协作学习平台为参与者提供持续参与，第四阶段将完成总结性评价。管理人员的加入将使地区和学校能够开发可持续的系统和流程，使它们能够在为所有学生提供严格的CS课程的同时，培养其教员的专业知识。过程和结果评估将由独立评估员进行。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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.