Collaborative Research: ECS Fellows 2.0: Broadening Participation of Teachers and Students in Computing

为美国而教（TFA）与位于俄勒冈州大学的探索计算机科学（ECS）项目团队合作，建议建立在现有的合作基础上-ECS奖学金1.0 -准备从TFA的网络在职教师，以倡导扩大计算机科学（CS）学习的机会，并在高需求的中学教授基于探究的入门CS课程。到目前为止，ECS奖学金1.0项目已经为来自11个城市和农村地区的46名TFA教师提供了ECS课程的教学。该项目还确定了一些障碍和障碍，教师在倡导CS教学，包括CS的主要去优先化，辅导员偏见面临的。随着ECS研究员2.0项目，该团队将把重点转移到了解如何最好地招募教师的颜色教CS，支持他们在导航与倡导CS在他们的学校相关的障碍，并帮助他们创造公平的CS学习环境。ECS研究员2.0将开发一个网络化的改进社区（NIC），该社区以有色人种教师及其学生的经验为中心，同时询问教师认为对扩大参与努力至关重要的问题。该项目的目标是：（1）建立一个由TFA工作人员，ECS工作人员和TFA网络中的有色人种教师组成的NIC，该NIC不断发展，以解决与扩大教师和学生参与计算有关的实践问题;（2）制定和分享战略，以增加从TFA网络中识别为有色人种的CS教师的数量;（3）确定必要的支持，帮助CS教师为高需求学校中代表性不足的学生引入和扩大CS学习机会;以及（4）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智力价值和更广泛的评估来支持。影响审查标准。

Teach for America (TFA), in collaboration with the Exploring Computer Science (ECS) project team based at the University of Oregon, proposes to build on an existing collaboration -- the ECS Fellowship 1.0 -- that prepared in-service teachers from TFA's network to both advocate for broadened access to Computer Science (CS) learning, and to teach an inquiry-based introductory CS course at high-need secondary schools. To date, the ECS Fellowship 1.0 project has prepared 46 TFA teachers from 11 urban and rural regions to teach the ECS course. That project also identified a number of barriers and obstacles that teachers face in advocating for CS instruction including principal de-prioritization of CS, and counselor bias. With the ECS Fellows 2.0 project, the team will shift its focus to understanding how best to recruit teachers of color to teach CS, support them in navigating the identified obstacles associated with advocating for CS in their schools, and help them to create equitable CS learning environments. ECS Fellows 2.0 will develop a networked improvement community (NIC) that centers on the experiences of teachers of color and their students while interrogating issues teachers consider central to broadening participation efforts. The project's goals are to: (1) establish a NIC made up of TFA staff, ECS staff, and teachers of color from TFA's network that constantly evolves to address problems of practice related to broadening participation in computing for teachers and students; (2) develop and share strategies that lead to increases in the number of CS teachers that identify as people of color from TFA's network; (3) identify necessary supports that help CS teachers introduce and expand CS learning opportunities for underrepresented students in high-need schools; and (4) identify strategies that CS teachers can use to create equitable CS learning environments.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.