CUE-T: Micro-credentials for Integrating Computing Responsibly into Other (MICRO) Domains in Colleges of Education
CUE-T:将计算负责任地集成到教育学院其他 (MICRO) 领域的微证书
基本信息
- 批准号:2241914
- 负责人:
- 金额:$ 41.85万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:2023
- 资助国家:美国
- 起止时间:2023-10-01 至 2024-09-30
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
Georgia State University, in collaboration with the Georgia Department of Education and the International Society of Technology in Education, will partner with California State University Dominguez Hills, North Carolina State University, Southern Connecticut State University, and University of Virginia to develop a generalizable model for integrating computing into colleges of education. Learning computer science is critical for 1) individual professional success as more technical and STEM jobs require computer science knowledge, 2) individual personal success as digital literacy and personal cybersecurity are increasingly required to competently interact via technology, and 3) societal and workforce success as industries leverage computing to solve problems. However, there are significant barriers to everyone learning foundational computer science in the university education system. First, there are a limited number of professors with computer science knowledge, especially outside of computer science departments, to teach these skills. Second, a large portion of the population is underrepresented in computer science, including girls and women, people who are not White or Asian, and people from lower-income families. This project aims to address both barriers by integrating computer science education into teacher preparation programs. Many future teachers represent groups who are underrepresented in computer science and, currently, less than 5% of colleges of education have faculty with computer science knowledge. This project will develop and examine a system for teacher preparation programs that trains education faculty to incorporate and customize existing, evidence-based resources that teach and apply computer science skills to teaching in non-computer-science fields, like English, math, and science. Many of these resources have been developed with NSF support, but education faculty need help applying them to their programs. Thus, this project aims to broaden participation in computing by leveraging existing resources to help teachers integrate computing into their instructional toolkit. It also has significant benefits for teachers’ future students, who will learn computer science as part of their required courses, such as English, math, and science. This Computing in Undergraduate Education Transformation track project addresses the integration of computing in colleges of education, particularly in non-CS teacher preparation programs. The project builds on past work supported by NSF grants #1941642 and #2016010 at Georgia State University, where the project team integrated computing into all teacher preparation programs across disciplines and grades. That work found that teachers quickly recognize computing as a powerful tool for teaching non-CS learning objectives in their future classrooms when CS education faculty collaborate with teacher preparation faculty to make computing solutions that serve their needs. In this project, Georgia State faculty will work with teacher preparation faculty and approximately 1,500 teachers in four colleges of education to develop and pilot a replicable system for colleges of education to incorporate and customize existing resources for computing integration in teacher preparation programs that serve their teachers’ needs. This project focuses on benefits for future teachers in their undergraduate programs to understand 1) how can we adapt and apply existing, external computing education resources to be sustainably integrated into teacher education curricula for future K-12 teachers and 2) what types of knowledge and skills (e.g., content, pedagogical, policy, standards) do teacher education faculty need to sustainably support computing integration? To answer these questions, the project will use a design-based research approach, which draws from both prospective experimental methodologies and reflective ethnographic methodologies to balance rigor and responsivity to local university and policy landscapes. Project staff will collect data from a variety of sources including artifacts, discussion boards, assessments, and surveys. Our primary goal is to enable future, primarily non-CS, teachers to use computing as a powerful pedagogical tool in their classrooms, ultimately preparing a more diverse range of people to use computing across a variety of contexts and challenging problems. In addition, this goal has upstream effects, by enabling the faculty in teacher preparation programs to use computing in their programs, and downstream effects, by giving K-12 students experiences with computing across the curriculum.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.
佐治亚州立大学将与乔治亚州教育部和国际教育技术协会合作,与加州州立大学多明格斯山分校、北卡罗来纳州立大学、南康涅狄格州立大学和弗吉尼亚大学合作,开发一种将计算机集成到教育学院的通用模型。学习计算机科学对于1)个人职业成功至关重要,因为更多的技术和STEM工作需要计算机科学知识;2)个人成功,因为数字素养和个人网络安全越来越需要通过技术进行有效的互动;3)社会和劳动力成功,因为行业利用计算来解决问题。然而,对于每个人来说,在大学教育系统中学习基础计算机科学都有很大的障碍。首先,拥有计算机科学知识的教授数量有限,尤其是计算机科学系以外的教授,无法教授这些技能。其次,很大一部分人口在计算机科学领域的代表性不足,包括女孩和女性,非白人或亚洲人,以及来自低收入家庭的人。该项目旨在通过将计算机科学教育整合到教师培训计划中来解决这两个障碍。许多未来的教师代表了在计算机科学领域未被充分代表的群体,目前,只有不到5%的教育学院拥有具有计算机科学知识的教师。该项目将开发和研究一个教师培训计划系统,培训教育教师将现有的、基于证据的资源纳入和定制,这些资源教授计算机科学技能,并将其应用于英语、数学和科学等非计算机科学领域的教学。这些资源中的许多都是在国家科学基金会的支持下开发的,但教育教师需要帮助将它们应用到他们的项目中。因此,本计划旨在利用现有资源,帮助教师将计算整合到他们的教学工具包中,以扩大对计算的参与。这对教师未来的学生也有很大的好处,他们将学习计算机科学作为他们必修课的一部分,如英语、数学和科学。本科教育中的计算机转型轨道项目解决了计算机在高等教育中的整合,特别是在非计算机科学教师培训项目中。该项目建立在乔治亚州立大学NSF资助项目#1941642和#2016010支持的过去工作的基础上,该项目团队将计算集成到跨学科和年级的所有教师准备项目中。这项研究发现,当计算机科学教育学院与教师准备学院合作制定满足他们需求的计算机解决方案时,教师很快就认识到计算机是在未来课堂上教授非计算机科学学习目标的强大工具。在这个项目中,乔治亚州立大学的教职员工将与四所教育学院的教师培训学院和大约1500名教师合作,为教育学院开发和试点一个可复制的系统,将现有的资源整合到教师培训项目中,以满足教师的需求。本项目侧重于未来教师在本科课程中的利益,以了解1)我们如何适应和应用现有的外部计算教育资源,以可持续地整合到未来K-12教师的教师教育课程中;2)教师教育教师需要哪些类型的知识和技能(例如,内容、教学、政策、标准)来可持续地支持计算整合?为了回答这些问题,该项目将使用基于设计的研究方法,该方法借鉴了前瞻性实验方法和反思性人种学方法,以平衡对当地大学和政策景观的严谨性和响应性。项目人员将从各种来源收集数据,包括工件、讨论板、评估和调查。我们的主要目标是使未来的教师,主要是非计算机科学的教师,能够在课堂上使用计算机作为一种强大的教学工具,最终使更多的人能够在各种环境和具有挑战性的问题中使用计算机。此外,这一目标还具有上游效应,通过使教师准备项目中的教师能够在他们的项目中使用计算机,以及下游效应,通过为K-12学生提供跨课程的计算机体验。该奖项反映了美国国家科学基金会的法定使命,并通过使用基金会的知识价值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
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Lauren Margulieux其他文献
The Biological Benefits of Failure on Learning and Tools to Manage the Fallout
- DOI:
10.1007/s10648-025-10013-7 - 发表时间:
2025-04-03 - 期刊:
- 影响因子:8.800
- 作者:
Lauren Margulieux;James Prather;Masoumeh Rahimi - 通讯作者:
Masoumeh Rahimi
Lauren Margulieux的其他文献
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{{ truncateString('Lauren Margulieux', 18)}}的其他基金
CAREER: Spreading Computational Literacy Equitably via Integration of Computing in Preservice Teacher Preparation
职业:通过将计算融入职前教师准备中来公平地传播计算素养
- 批准号:
1941642 - 财政年份:2020
- 资助金额:
$ 41.85万 - 项目类别:
Continuing Grant
Technical Assistance Workshop on Research Practitioner Partnerships for CSforAll:RPP in Atlanta, Georgia
CSforAll:RPP 研究从业者合作技术援助研讨会在佐治亚州亚特兰大举行
- 批准号:
1945313 - 财政年份:2019
- 资助金额:
$ 41.85万 - 项目类别:
Standard Grant
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