Conference: Bridge to Postsecondary Computer Science

计算机科学教师协会(CSTA)将领导通向计算机科学(CS)项目的桥梁，并主办计算机科学教育界的会议，并编写一份报告，概述关于满足毕业要求的高中计算机课程内容的建议，这种课程与高级预修计算机科学课程和大专入门课程的协调，以及为所有学生提供的高中计算机科学入门课程以外的示范途径。通向中学后计算机科学的桥梁项目旨在了解并根据这些力量应如何为基础高中计算机科学、AP计算机科学、高等教育机构的入门经验和高中课程路径的未来提供建议。在CSTA标准和AP计算机科学课程框架更新之前，该项目旨在提供建议，该项目的结果有可能影响40多个州教育部、该领域的课程和专业发展提供商使用的内容，以及每年数万名学生参加的高中课程。在18个月的时间里，计算机科学之桥(CS)项目将主办CS教育界的会议，并提出一份报告，概述高中计算机科学课程的内容，以满足毕业要求，此类课程与AP计算机科学课程和初级大专课程的一致性，以及高中计算机科学的示范途径，超越了面向所有学生的入门课程。基于创建满足高中毕业要求的CS课程、AP计算机科学课程和大专计算机科学入门课程的明确一致性的长期目标，Bridge to Post中学CS合作伙伴期望在资助期内取得以下项目成果：(1)来自K-13 CS教育领域的代表(包括教师、行政人员、2年和4年大学教师、课程开发人员和行业)召开三次会议，并与公众分享书面摘要；(2)发布一份书面报告，就满足高中毕业要求的课程应包含的内容提出建议，以及如何调整未来的CSTA标准和AP课程以适应此类课程；(3)高中计算机科学课程的模式(高级课程描述和结果)，为所有学生创造除入门课程之外的潜在途径；以及(4)使系统和深思熟虑的过程能够在未来检查和重新创建类似途径的框架。为了扩大参与，该项目将寻求联合各利益相关者，在CS教育处于有利地位的时候，创建一个一致和连贯的课程框架，以增加访问、参与、高中和大学课程资历，并使其与行业需求保持一致。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 Computer Science Teachers Association (CSTA) will lead the Bridge to Postsecondary Computer Science (CS) project and host convenings of the CS Education community and produce a report outlining recommendations on the content of a high school computer science course to satisfy a graduation requirement, the alignment of such a course with Advanced Placement computer science courses and introductory post-secondary courses, and model pathways for high school computer science beyond an introductory course for all students. The Bridge to Postsecondary CS project seeks to understand and provide recommendations based on how these forces should inform the future of foundational high school computer science, AP Computer Science, the introductory experience at institutions of higher education, and course pathways in high school. Timed to provide recommendations ahead of updates to the CSTA Standards and AP computer science course frameworks, the results of this project have the potential to influence content used by over 40 state departments of education, curriculum and professional development providers across the field, and high school courses taken by tens of thousands of students annually.Across 18 months, the Bridge to Postsecondary Computer Science (CS) project will host convenings of the CS Education community and produce a report outlining recommendations on the content of a high school computer science course to satisfy a graduation requirement, the alignment of such a course with AP computer science courses and introductory post-secondary courses, and model pathways for high school computer science beyond an introductory course for all students. With the long-term goal of creating clear alignment of CS courses that fulfill a high school graduation requirement, AP computer science courses, and introductory post- secondary computer science courses, Bridge to Postsecondary CS partners expect the following project outcomes over the grant period: (1) three meetings of representatives from across the K- 13 CS education landscape (including teachers, administrators, 2- and 4-year college instructors, curriculum developers, and industry), with written summaries shared with the public; (2) release of a written report with recommendations on the content that should be included in courses satisfying a high school graduation requirement, and how future CSTA standards and AP courses could be adjusted to align with such a course; (3) models of high school computer science courses (high level course descriptions and outcomes) that create potential pathways beyond an introductory course for all students; and (4) a framework that enables a systematic and deliberate process for examining and recreating similar pathways in the future. To broaden participation, the project will seek to align various stakeholders, at a time when momentum is on CS education’s side, to create an aligned and coherent course framework that could increase access, participation, high school and college course credentials, and have it aligned to industry needs.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.