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补助金，利用和扩大现有的研究实践者伙伴关系（RPP），以便为一个项目奠定基础，该项目将调查计算机科学（CS）教师专业发展（PD）的最佳实践。公司对具有计算经验的专业人员的需求不断增长，希望追求CS和CS职业的年轻人正在推动CS教育的重大投资。然而，许多高中仍在努力提供严格的CS课程。这个更大的项目将为改变这种状况的努力提供信息。它将有助于建立知识基础，为马里兰州、新泽西和宾夕法尼亚州的不同和地理上分散的学区的K-12教室注入高质量、引人入胜的CS课程和教学实践。计划中的活动将包括需求评估，扩大现有的RPP，开发初步研究问题，并在2018年夏天设计和试点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基础。第二阶段将包括2个为期5天的强化暑期学院-一个是针对教师的，将根据参与者先前的CS经验进行区分，另一个是针对旨在将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。行政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，使他们能够在培养教师专业知识的同时，为所有学生提供严格的CS课程。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，并被认为值得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。

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.