BPC-LSA: STRONG Computing Pipeline

韦恩州立大学与当地社区组织合作，提出了一个示范项目，该项目将K-12外展活动，大学预科衔接课程和密歇根州底特律的本科计算学位课程整合在一起，以提高计算机科学领域代表性不足的学生，特别是非洲裔美国人和女性的参与和成功。该管道是新颖的，因为它加入了K-12与成人学习者和本科生在城市环境中的推广工作。该管道将提供一系列夏令营，星期六课程，课后和校内课程，并与社区组织合作，在K-12教育过程和招募少数民族学生方面有经验。这些活动将针对从二年级到高中的学生。家长们也将以家长咖啡馆的形式参与进来，在那里他们与计算机教育工作者就如何支持和鼓励他们的孩子学习计算机学科进行对话。最后，该项目将提供大学预科和第一年的桥梁教学，以弥补学术缺陷，并明确准备弱势学生在计算机学科的本科教育。所有管道活动将纳入一套干预措施，旨在明确对抗刻板印象的威胁，促进以成长为导向的心态，并鼓励学习以及自我效能感，特别是关于计算学科。这些活动包括辅导学生和教师对智力的成长为导向的性质，发展和提供文化相关的榜样谁表现出努力和成长为导向的智力观，并要求学生发展自己或爱丽丝生成的自我表征作为榜样和榜样的努力和学习他人。类似的干预措施已被证明可以消除城市环境中黑人与白人成绩差距的很大一部分;该项目是第一个探索将其大规模用于计算机科学和工程教育的项目。

Wayne State University, in partnership with local community organizations, proposes a demonstration project that integrates K-12 outreach activities, pre-college bridge programs, and undergraduate computing degree programs in Detroit, MI to increase the participation and success of under-represented students in computer science, particularly African-Americans and women. The pipeline is novel in that it joins K-12 outreach efforts with adult learners and undergraduate students in an urban context. The pipeline will offer a selection of summer camps, Saturday classes, after school and in-school programs in conjunction with community organizations having experience with the K-12 educational processes and with recruiting minority students. These activities will target students from 2nd grade through high school. Parents will also participate, in the form of parent cafés, in which they engage in dialog with computing educators about how to support and encourage their children in the computing disciplines. Finally, the project will offer pre-college and first year bridge instruction which remediates academic deficiencies and explicitly prepares disadvantaged students for undergraduate education in the computing disciplines.All pipeline activities will incorporate a suite of interventions designed to explicitly counter stereotype threat, promote a growth-oriented mindset, and encourage learning as well as feelings of self-efficacy, particularly with respect to the computing disciplines. These activities include coaching of students and teachers about the growth-oriented nature of intelligence, developing and providing culturally-relevant role models who demonstrate striving and a growth-oriented view of intelligence, and asking the students to develop themselves or Alice-generated representations of self as role models and exemplars of striving and learning for others. Similar interventions have been shown to eliminate a significant share of the black-white achievement gap in urban settings; this project is the first to explore their use in large scale for computer science and engineeringeducation.