Innovation Pathways to Data Careers

使用大数据作为决策驱动因素已扩展到每一家科学、工业和商业企业。随着对数据分析的基本熟练程度逐渐渗透到这一广泛的传统职业中，对数据流畅性和熟练程度的需求越来越大。从面向所有学生的数据素养到支持大数据的专家，需要具备收集、清理和分析海量数据集所需的各种任务和职责的人员。通过伯灵顿公立学校、教育发展中心和马萨诸塞州中小学教育部的合作，该项目将开发、测试并制度化专注于数据科学和职业生涯的K-12课程。利用马萨诸塞州的一项名为创新路径的倡议，该项目将加快扩大学生进入、参与和成功完成路径的范围，最终达到有意义的大专和劳动力资历。公平的机会、有指导的学术途径、增强的学生支持、与职业相关的联系和合作伙伴关系是创新途径发展的核心，有可能扩大进入以数据为中心的职业的学生的参与。该提案设计、开发、测试和制度化了一条专注于数据职业(IPDC)的创新途径。RPP是先前NSF资助的计算机科学和数据项目的扩展，并利用网络改进社区(NIC)方法，其中包括高中和社区大学教育工作者以及行业和社区合作伙伴。这些研究问题是由实践需要驱动的，并集中在(1)需要什么来感兴趣并激励学生坚持国际传播发展计划，(2)国际传播发展计划的哪些特征对国际传播发展计划的成功做出了最大贡献，(3)教师和其他利益相关者需要什么支持才能成功地实施国际传播发展计划，以及(4)工业在维持成功的国际传播发展计划中的作用。与项目合作伙伴合作，三所学校系统/高中(被指定为“发展地点”)将组成一个扩大的研究/实践小组。该团队将设计、开发和测试数据模块的课程，将其整合到高中公民课程中，并试行可视化+数据课程和Python+数据课程，以完成IPDC。五所学校系统/高中(被指定为“实地考点”)将与开发地点的教师领导/辅导员合作，在第二年和第三年参与专业发展。他们将在第二年整合Civics+数据模块，并在第三年整合可视化+数据课程，并承诺在本项目结束后的第二年实施Python+数据课程。研究成果将被用于指导由马萨诸塞州中小学教育部资助的创新路径的进一步发展。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。

The use of big data as a decision-driver has expanded into every scientific, industrial, and business enterprise. As fundamental proficiency in data analytics creeps into this broad range of traditional occupations, there is an increased need for data fluency and proficiency. From data literacy for all students, to big-data-enabled specialists, individuals skilled in the variety of tasks and duties required to collect, clean, and analyze massive data sets are in high demand. Through a collaboration of Burlington Public Schools, Education Development Center, and the Massachusetts Department of Elementary and Secondary Education, this project will develop, test, and institutionalize a K-12 pathway focused on data science and careers. Utilizing a Massachusetts-wide initiative known as Innovation Pathways, this project will accelerate the expansion of student access to, participation in, and successful completion of pathways that culminate in meaningful postsecondary and workforce credentials. Equitable access, guided academic pathways, enhanced student support, relevant connections to careers, and partnerships are central to the development of the Innovation Pathway, and have the potential to broaden the participation of students entering data-centric careers.This proposal design, develop, test, and institutionalize an innovation pathway focused on data careers (IPDC). The RPP is an extension of prior NSF-funded computer science and data projects and leverages a Networked Improvement Community (NIC) approach that includes high school and community college educators and industry and community partners. The research questions are driven by practice needs and focus on (1) what it takes to interest and motivate students to persist on an IPDC, (2) what characteristics of an IPDC most contribute to the success of the IPDC, (3) what supports are needed for teachers and other stakeholders to successfully implement an IPDC, and (4) the role of industry in sustaining a successful IPDC. Working with project partners, three school systems/high schools (designated as “development sites”) will form an extended research/practice team. This team will design, develop, and test curriculum for a data module to be integrated into high school civics courses and pilot a Visualization+Data Course and a Python+Data course to complete the IPDC. Working with teacher leaders/facilitators from the development sites, five school systems/high schools (designated as “field test sites”) will participate in professional development during Years 2 and 3. They will integrate the Civics+Data module in Year 2 and the Visualization+Data course in Year 3 and commit to implement the Python+Data course in the year following the end date of this project. Research findings will be used to guide further development of Innovation Pathways funded by the Massachusetts Department of Elementary and Secondary Education.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.