PECSI: Pathways for Equitable Computer Science Instruction

PECSI：公平计算机科学教学的途径

• 批准号: 2122510
• 负责人: Jamie Payton
• 金额: $ 99.92万
• 依托单位: Temple University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2122510&HistoricalAwards=false
• 关键词: PECSI; Pathways; Equitable; Computer; Science

According to a recent report from Pennsylvania Governor Wolf, 71% of the state’s new jobs over the next ten years will require computer science skills. Computer science is therefore an important knowledge area for K-12 students in the Philadelphia Metropolitan Area, providing opportunities to economic mobility through fast-growing and high-paying occupations in a region where the median family income is 25% lower than the national average and the poverty rate is double that of the national average. This partnership between Temple University’s College of Science and Technology and the Montgomery County Intermediate Unit will prepare high school teachers to teach equitable and inclusive computer science classes, support current computer science teachers through professional development opportunities, and provide opportunities for teachers to receive professional certification. This project engages Temple University’s College of Science and Technology and the Montgomery County Intermediate Unit to develop and implement an integrated, scalable educational program to build capacity for equitable computer science (CS) instruction in secondary schools. Building on a history of collaborative development of professional development programs to improve STEM teaching, the partners have established relations and trust as well as extensive and comprehensive reach with respect to recruiting, engaging, and supporting practitioners (teachers, principals, district administrations, and students). The new effort addresses three problems of practice: shortage of high school teachers prepared to teach CS with an emphasis on equity and inclusive design, in-service teachers in the district lack opportunities for sustained education in CS content knowledge and opportunities for professional certification. The curricular elements of the pathway are designed to align with the CS K12 framework and prepare teachers for the Praxis II CS exam, which leads to a secondary certification for teaching CS in the state of Pennsylvania. Throughout the pathway, teachers engage in opportunities designed to develop knowledge and practice application of inclusive pedagogy, with an emphasis on inquiry-based, equity-focused frameworks and the Universal Design for Learning framework for developing curricular plans and materials to teach CS in secondary schools.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.

根据宾夕法尼亚州州长沃尔夫最近的一份报告，在未来十年内，该州71%的新工作岗位将需要计算机科学技能。因此，计算机科学是费城大都会区K-12学生的一个重要知识领域，通过快速增长和高薪职业为经济流动提供了机会，该地区的家庭收入中位数比全国平均水平低25%，贫困率是全国平均水平的两倍。坦普尔大学科技学院与蒙哥马利县中级单位之间的这种合作伙伴关系将使高中教师能够教授公平和包容的计算机科学课程，通过专业发展机会支持当前的计算机科学教师，并为教师提供获得专业认证的机会。该项目与坦普尔大学的科学技术学院和蒙哥马利县中级单位合作，开发和实施一个综合的、可扩展的教育计划，以建立中学公平计算机科学（CS）教学的能力。在合作开发专业发展计划以改善STEM教学的历史基础上，合作伙伴建立了关系和信任，以及在招聘，参与和支持从业人员（教师，校长，地区行政部门和学生）方面的广泛和全面的影响。新的努力解决了实践中的三个问题：缺乏准备好教授计算机科学的高中教师，强调公平和包容性设计，该地区的在职教师缺乏计算机科学内容知识持续教育的机会和专业认证的机会。该途径的课程元素旨在与CS K12框架保持一致，并为Praxis II CS考试做好准备，这将导致在宾夕法尼亚州教授CS的二级认证。在整个过程中，教师参与旨在发展包容性教学法的知识和实践应用的机会，重点是基于探究的，股本─该奖项反映了NSF的法定使命，并被认为是值得通过评估使用基金会的智力价值和更广泛的影响审查标准。