Collaborative Research: Establishing and Propagating a Model for Evaluating the Long Term Impact of Pre-College Computing Activities

协作研究：建立和推广评估大学预科计算活动长期影响的模型

• 批准号: 1933671
• 负责人: Adrienne Decker
• 金额: $ 67.44万
• 依托单位: SUNY at Buffalo
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-03-15 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1933671&HistoricalAwards=false
• 关键词: Collaborative; Research; Establishing; Propagating; Model

There is a critical need to increase the number of skilled technology workers within the United States, with computing skills becoming increasingly important as the nation moves further into the 21st century. This need is fueled by the realization that the number of tech workers needed to maintain political and economic security far outweighs the current workers available now or in the immediate future. To increase interest, commercial, governmental, and not-for-profit educational groups have sponsored numerous initiatives aimed to bring computing to more students, recently with a K-12 emphasis. This project seeks to determine the long-term impact of these activities as a mechanism for growing the skilled technology workforce within the United States. The goal of this project is to create the resources and tools necessary for identifying best practices for identifying the long term impact of these pre-college computing activities on participants, including analyses of data based on gender and ethnicity. The project's scope will include two phases: 1) the identification, review, and analysis of past and current pre-college computing activities and their impact on participants to determine the major influencing variables and 2) the creation and implementation of a formal process for collecting data related to pre-college computing activities, including major influencing variables, necessary for educational researchers to be able to evaluate and analyze the long-term impact of these activities. Two significant outputs from this project are the creation of instruments available for measuring the long-term effects of pre-college computing efforts; and measurement results from using these instruments to evaluate the effects of current and past pre-college computing efforts.

随着美国进一步进入世纪，计算机技能变得越来越重要，迫切需要增加美国熟练技术工人的数量。这一需求是由于人们意识到，维护政治和经济安全所需的技术工人数量远远超过目前或不久的将来可用的工人。为了增加兴趣，商业，政府和非营利教育团体赞助了许多旨在将计算带给更多学生的计划，最近重点是K-12。该项目旨在确定这些活动的长期影响，作为在美国境内增加熟练技术劳动力的机制。 该项目的目标是创造必要的资源和工具，以确定最佳做法，确定这些大学前计算活动对参与者的长期影响，包括基于性别和种族的数据分析。该项目的范围将包括两个阶段：1）识别、审查和分析过去和当前的大学预科计算活动及其对参与者的影响，以确定主要影响变量; 2）创建和实施正式流程，用于收集与大学预科计算活动相关的数据，包括主要影响变量，教育研究人员必须能够评估和分析这些活动的长期影响。该项目的两个重要成果是创建可用于测量大学预科计算工作的长期影响的工具;以及使用这些工具来评估当前和过去大学预科计算工作的影响的测量结果。

项目成果

Evaluating the Long-Term Impact of Pre-College Computing Education Phase 1 Overview

评估大学预科计算机教育第一阶段概述的长期影响

• 发表时间: 2019
• 期刊: ASEE Annual Conference proceedings
• 作者: Decker, Adrienne;McGill, Monica M.
• 通讯作者: McGill, Monica M.

A Systematic Review Exploring the Differences in Reported Data for Pre-College Educational Activities for Computer Science, Engineering, and Other STEM Disciplines

系统回顾，探索计算机科学、工程学和其他 STEM 学科的大学前教育活动报告数据的差异

• DOI: 10.3390/educsci9020069
• 发表时间: 2019
• 期刊: Education Sciences
• 影响因子: 3
• 作者: Decker, Adrienne;McGill, Monica
• 通讯作者: McGill, Monica

A Topical Review of Evaluation Instruments for Computing Education

计算机教育评估工具的专题综述

• DOI: 10.1145/3287324.3287393
• 发表时间: 2019
• 期刊: Proceedings of the 50th SIGCSE Technical Symposium of Computer Science Education
• 作者: Decker, Adrienne;McGill, Monica M.
• 通讯作者: McGill, Monica M.

A Gap Analysis of Noncognitive Constructs in Evaluation Instruments Designed for Computing Education

• DOI: 10.1145/3287324.3287362
• 发表时间: 2019-02
• 期刊: Proceedings of the 50th ACM Technical Symposium on Computer Science Education
• 作者: Monica Mcgill;Adrienne Decker;Tom Mcklin;K. Haynie

Defining Requirements for a Repository to Meet the Needs of K-12 Computer Science Educators, Researchers, and Evaluators

定义存储库的要求以满足 K-12 计算机科学教育者、研究人员和评估者的需求

• DOI: 10.1109/fie.2018.8659312
• 发表时间: 2018
• 期刊: 2018 IEEE Frontiers in Education Conference (FIE
• 作者: McGill, Monica M.;Decker, Adrienne
• 通讯作者: Decker, Adrienne