Design Studios: CS Professional Development

芝加哥大学初等数学和科学教育中心（CEMSE）为计算机科学教育专业发展（PD）提供者提出了一个“设计工作室”。与会者将有机会相互合作，并与来自芝加哥大学的专家合作，以解决CEMSE计算机科学PD的景观研究提出的计算机科学PD中的关键问题。2012年12月发布的这份名为《构建计算机科学教育的操作系统》（Building a Operating System for Computer Science Education）的研究报告，包含了14条改善计算机科学教育专业发展的建议。2013年1月，美国国家科学基金会的21世纪计算机教育（CE21）项目将该研究的结果提交给pi后，许多CS 10K从业者表示有兴趣进一步探索这些建议，以及对他们工作的影响。设计工作室将通过与各种计算机科学专业发展提供者合作，探索有关有效专业发展的现有文献，回顾其他学科的成功案例，并确定提高高中教师计算机科学专业发展的机会，从而推进景观研究的建议。PD提供者将以结构化和便利的方式相互合作，并与芝加哥大学的专家合作，探讨对单个PD站点和整个领域具有影响的三个关键问题：1。我们怎样才能使计算机科学教育的专业发展朝着更好的计算机科学教育和专业发展的方向发展呢？我们怎样才能使计算机科学教育的专业发展更好地适应组成计算机科学教师队伍的群体的需要？我们如何将计算机科学教育的专业发展更多地集中在课堂上的教与学？

The Center for Elementary Mathematics and Science Education (CEMSE) at the University of Chicago proposes a "Design Studio" for computer science education professional development (PD) providers. Attendees will have an opportunity to collaborate with each other and experts from the University of Chicago with the goal of addressing key issues in computer science PD raised by CEMSE's landscape study of computer science PD. That study, "Building an Operating System for Computer Science Education," released in December 2012, contained 14 recommendations for improving computer science education professional development. After findings from that study were presented to PIs from the National Science Foundation's Computing Education for the 21st Century (CE21) program in January 2013, many of the CS 10K practitioners expressed interest in further exploring these recommendations, and the implications for their work.The Design Studio will advance the recommendations of the landscape study by working with a variety of computer science professional development providers in a collaborative process to explore existing literature on effective professional development, review examples of success from other disciplines, and identify opportunities to improve CS professional development for high school teachers. The PD providers will collaborate with each other, as well as with experts from the University of Chicago in a structured and facilitated manner to explore three key questions that have implications for individual PD sites and for the field as a whole:1. How can we move computer science education professional development toward a more coherent vision of what good computer science education and therefore professional development looks like?2. How can we move computer science education professional development toward better fitting the needs of the groups that will comprise the computer science teacher workforce?3. How can we move computer science education professional development to focus more on teaching and learning in the classroom?