Expanding Computing Education Pathways 2.0

扩展计算机教育途径 2.0

• 批准号: 1822011
• 负责人: Carol Fletcher
• 金额: $ 249.28万
• 依托单位: University of Texas at Austin
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-10-01 至 2023-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1822011&HistoricalAwards=false
• 关键词: Expanding; Computing; Education; Pathways; 2.0

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.

德克萨斯大学奥斯汀分校提出了一个项目--扩展计算教育路径(ECEP 2.0)--该项目建立在国家科学基金会资助的ECEP联盟的基础上，该联盟始于2012年。该联盟促进了州领导团队扩大参与，因为他们扩大了K-16计算机科学(CS)教育的机会。ECEP国家在扩大对计算(BPC)的参与方面有着共同的议程，参与相辅相成的活动，包括景观报告编制、州峰会和ECEP年会，通过每月虚拟会议进行持续沟通，与其他以BPC为重点的项目，如国家妇女与信息技术中心和访问计算，指导新的州，并在新兴开发共享测量系统以评估BPC进展方面发挥国家领导作用。ECEP 2.0将通过小型赠款和工具包继续这些努力，支持州景观报告编制、利益相关者会议和州峰会、ECEP专家局、临时教练会议和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各州促进三个网络改进社区(NIC)，一个侧重于职前教师培训，一个侧重于两年至四年的大专课程，第三侧重于与BPC相关的专业发展。ECEP国家小组将继续他们在教育政策改革方面的工作，并作为实验室反复为K-16 BPC制定、测试和完善新的州级战略、政策和干预措施。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。战略2：支持各州为业务流程控制制定长期目标，以及跟踪实现这些目标的进展情况的指标和数据基础设施。战略3：在州一级研究业务流程控制路径中的最佳做法，利用ECEP网络的力量来获取最佳做法和经验教训，并围绕影响业务流程控制的系统级战略为新兴的知识库做出贡献。ECEP 2.0还将开发和传播关于K-16 BPC的资源和研究，以使ECEP和非ECEP州都受益。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。

项目成果

National CS Ed Equity-Focused Consortia and Their Value to the Community

全国 CS Ed 股权联盟及其对社区的价值

• DOI: 10.1145/3328778.3366982
• 发表时间: 2020
• 期刊: Proceedings of the 51st ACM Technical Symposium on Computer Science Education
• 作者: Cuny, Janice E.;Payton, Jamie;Gates, Ann;Fletcher, Carol L.;Peterfreund, Alan
• 通讯作者: Peterfreund, Alan

Leveraging Collective Impact to Promote Systemic Change in CS Education

利用集体影响力促进计算机科学教育的系统性变革

• DOI: 10.1145/3408877.3432540
• 发表时间: 2021
• 期刊: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education
• 作者: Fletcher, Carol L.;Dunton, Sarah T.;Torbey, Ryan;Goodhue, John;Biggers, Maureen;Childs, Joshua;DeLyser, Leigh Ann;Leftwich, Anne;Richardson, Debra
• 通讯作者: Richardson, Debra

Determining metrics for broadening participation in computing: Connecting data to multi-state computer science education policy efforts

确定扩大计算参与的指标：将数据与多州计算机科学教育政策工作联系起来

• DOI: 10.1177/14782103211064443
• 发表时间: 2022
• 期刊: Policy Futures in Education
• 影响因子: 1.5
• 作者: Dunton, Sarah;Zarch, Rebecca;Xavier, Jeffrey;Warner, Jayce;Peterfreund, Alan
• 通讯作者: Peterfreund, Alan

RESPECT 2019: Yes, We Still Need to Talk About Diversity in Computing

RESPECT 2019：是的，我们仍然需要谈论计算的多样性

• DOI: 10.1109/mcse.2018.2887008
• 发表时间: 2019
• 期刊: Computing in Science & Engineering
• 影响因子: 2.1
• 作者: Washington, Nicki;Barnes, Tiffany;Payton, Jamie;Dunton, Sarah;Stukes, Felesia;Peterfreund, Alan
• 通讯作者: Peterfreund, Alan

Applying the CAPE framework to measure equity and inform policy in computer science education

应用 CAPE 框架衡量计算机科学教育的公平性并为政策提供信息

• DOI: 10.1177/14782103221074467
• 发表时间: 2022
• 期刊: Policy Futures in Education
• 影响因子: 1.5
• 作者: Warner, Jayce R;Fletcher, Carol L;Martin, Nicole D;Baker, Stephanie N
• 通讯作者: Baker, Stephanie N