Expanding Computing Education Pathways 2.0

德克萨斯大学奥斯汀分校提出了一个项目-扩展计算教育途径（ECEP 2.0）-该项目建立在2012年开始的国家科学基金会资助的ECEP联盟的基础上。该联盟促进了国家领导团队扩大参与，因为他们扩大了K-16计算机科学（CS）教育的机会。ECEP各州在扩大参与计算（BPC）方面有一个共同的议程，参加相互加强的活动，包括景观报告的制定，州峰会和ECEP年会，通过每月的虚拟会议进行持续沟通，与其他以BPC为重点的项目联系，如国家妇女和信息技术中心和访问计算，指导新的州，并在评估BPC进展的共享测量系统的新兴发展中担任国家领导人。ECEP 2.0将通过小额赠款和工具包继续这些努力，支持国家景观报告的编制，利益攸关方会议和国家首脑会议，ECEP专家局，特设辅导会议和ECEP年会。此外，ECEP 2.0调查人员将利用他们的专业知识和经验，为ECEP各州提供三个网络改进社区（Networked Improvement Communities，简称ECEP），一个专注于职前教师准备，一个专注于2年至4年的中学后途径，第三个专注于与BPC相关的专业发展。ECEP州团队将继续开展教育政策改革工作，并作为反复开发，测试和完善K-16 BPC新的州级战略，政策和干预措施的实验室。ECEP 2.0将采用三个主要战略：战略1：催化、孵化和维持专注于BPC的州领导团队。策略二：支持各州制定BPC的长期目标以及跟踪这些目标进展的指标和数据基础设施。策略三：在州一级研究BPC途径的最佳实践，利用ECEP网络的力量来获取最佳实践和经验教训，并为围绕影响BPC的系统级战略的新兴知识库做出贡献。ECEP 2.0还将开发和传播有关K-16 BPC的资源和研究，以使ECEP和非ECEP州受益。该奖项反映了NSF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。

The University of Texas at Austin proposes a project - Expanding Computing Education Pathways (ECEP 2.0) - that builds on the National Science Foundation-funded ECEP Alliance that began in 2012. That alliance facilitated state leadership teams in broadening participation as they expanded opportunities in K-16 computer science (CS) education. ECEP states share a common agenda with respect to broadening participation in computing (BPC), participate in mutually reinforcing activities including landscape report development, state summits, and the ECEP Annual Meeting, engage in continuous communication through monthly virtual conferences, connect with other BPC-focused projects such as the National Center for Women and Information Technology and Access Computing, mentor new states, and serve as national leaders in the emerging development of shared measurement systems for evaluating progress toward BPC. ECEP 2.0 will continue these efforts through mini-grants and toolkits supporting state landscape report development, stakeholder meetings and state summits, the ECEP Expert Bureau, ad hoc coaching sessions, and the ECEP Annual Meeting. In addition, ECEP 2.0 investigators will leverage their expertise and experience to facilitate three Networked Improvement Communities (NICs) for ECEP states, one focused on pre-service teacher preparation, one on 2-year to 4-year post-secondary pathways, and the third on BPC-related professional development. ECEP state teams will continue their work on education policy reform efforts and serve as the laboratories for iteratively developing, testing, and refining new state-level strategies, policies and interventions for K-16 BPC. ECEP 2.0 will employ three primary strategies: Strategy 1: Catalyze, incubate, and sustain state leadership teams focused on BPC. Strategy 2: Support states in developing long range goals for BPC as well as metrics and data infrastructures for tracking progress toward those goals. Strategy 3: Research best practices in BPC pathways at a state level, leverage the power of the ECEP network to capture best practices and lessons learned, and contribute to the emerging knowledge base around systems-level strategies for impacting BPC. ECEP 2.0 will also develop and disseminate resources and research regarding K-16 BPC so as to benefit both ECEP and non-ECEP states.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.