Developing and Testing Innovations: Computer Science Through Engineering Design in New York

这个开发和测试创新项目旨在通过扩大整个纽约州中学计算机科学（CS）教育的能力和参与来服务于国家利益。目前，中文教师严重短缺，随着越来越多的学校接受中文教育，这一问题将进一步加剧。为了帮助缓解教师短缺，该项目将实施一个模型，以准备中学和高中技术和工程（T E）教师在不同的纽约州社区教CS课程。该实施模式可在全国范围内推广，这部分教师可以大大增加CS交付系统。四个相互补充和统一的项目组成部分构成了一个系统的方法，以扩大社区服务教育的能力和参与。他们是：组件1，实施全州中学工程设计为基础的CS课程连续体T E教育与对齐的教师专业发展（PD）计划;组件2，招聘，参与，并通过定位学习的真实背景下，文化相关的工程设计挑战，留住不同的学生;组件3，建立一个途径，双T E/CS国家认证的教师;和组件4，促进家庭参与CS教育。课程和PD计划整合了文化相关的教学法，以解决扩大STEM参与和持久性的障碍。CS组件的双重认证和家庭参与是独特而创新的元素，可以被无数的STEM课程和校本课程所采用。原型模型位于农村，郊区和城市学区的12个初中和高中教室，反映了纽约州的多样化人口。项目组将通过参与者访谈、教师和课程开发人员调查、观察、PD研究所反馈、包括学生表现数据在内的试点测试结果、学生调查以及教师和家庭成员的反思，从12名T E教师和大约300名学生那里收集定性和定量数据。使用混合方法，该团队将实证和验证性地研究各种成分如何协同作用，作为目标结果的直接或中介变量。可行性包括中学连续教学，使用整合了T E和CS标准的真实工程设计挑战&; PD材料，以培训教育工作者有效地提供综合内容;评估，以衡量学生的学习成果和教师的成长;认证途径，以双T& E和CS国家认证的教师和附带的培训材料;资源，使家庭能够支持他们的孩子的CS学习;和研究结果和见解，从正在进行的计划评估和评估。通过纽约的T E扩展CS交付系统是全国T E教师如何扩大CS参与的一个模式。该项目的定位是贡献有价值的知识，资源和模型，有可能塑造CS教育，教师准备和家庭参与在州和国家层面的景观。该项目由学生和教师创新技术体验（ITEST）计划资助，该计划支持建立对实践，计划元素，背景和过程的理解的项目，有助于增加学生对科学，技术，工程，信息和通信技术（ICT）该奖项反映了NSF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。

This Developing and Testing Innovations project aims to serve the national interest by broadening capacity and participation in secondary school Computer Science (CS) education across New York State. There is presently a severe shortage of CS teachers that will be exacerbated as more schools embrace CS education. To help mitigate the teacher shortage, this project will implement a model to prepare middle school and high school Technology and Engineering (T&E) teachers in diverse New York State communities to teach CS courses. The implementation model is transferable nationally and this population of teachers can add significantly to the CS delivery system. Four complementary and unifying project components comprise a systems approach to broadening CS education capacity and participation. They are: component 1, implementing a statewide secondary school engineering design-based CS curricular continuum for T&E education with an aligned teacher professional development (PD) program; component 2, recruiting, engaging, and retaining diverse students by situating learning in the context of authentic, culturally relevant engineering design challenges; component 3, establishing a pathway to dual T&E/CS state certification for teachers; and component 4, fostering family engagement in CS education. The curriculum and PD programs integrate culturally relevant pedagogy to address barriers to broadening participation and persistence in STEM. The dual certification and family engagement in CS components are unique and innovative elements that can be adopted by myriad STEM preservice and school-based programs. The prototypical model is situated in twelve middle and high school classrooms in rural, suburban, and urban school districts which reflect New York State’s diverse population. The project team will collect qualitative and quantitative data from 12 T&E teachers and approximately 300 students through participant interviews, surveys of teachers and curriculum developers, observations, PD institute feedback, results of pilot testing the curriculum including student performance data, student surveys, and teacher and family member reflections. Using mixed methods, the team will empirically and descriptively investigate how the various components synergistically serve as direct or mediator variables for target outcomes. Deliverables include a secondary school continuum of instruction using authentic engineering design challenges that integrate T&E and CS standards; PD materials to train educators to deliver the integrated content effectively; assessments to measure student learning outcomes and teacher growth; a certification pathway to dual T&E and CS state certification for teachers and accompanying training materials; resources to empower families to support their children’s CS learning; and research findings and insights from ongoing program evaluations and assessments. Expanding the CS delivery system through T&E in New York is a model for how T&E teachers nationwide can broaden CS participation. This project is positioned to contribute valuable knowledge, resources, and models that have the potential to shape the landscape of CS education, teacher preparation, and family engagement at both state and national levels. This project is funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers.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.