BPEC: Broadening Participation in Computing through a Community Approach to Learning

德保罗大学将探索如何让代表性不足的年轻人参与校内外的计算思维活动。项目人员将探索来自不同背景的年轻人如何参与一个名为芝加哥学习之城（CCoL）的全市倡议。CCoL为130多个组织提供在线和面对面的STEM学习体验。该项目旨在了解哪些类型的因素最有可能吸引年轻人参与计算机科学在线学习的机会。该项目的工作人员希望发现如何将计算机科学的学习机会串联起来，使所有的年轻人都能培养兴趣、知识和技能，在高中学习计算机科学课程，并在大学里从事职业。德保罗大学将实施一项基于设计的研究议程，以设计、实施和研究CCoL计划。CCoL旨在为学生和家长提供一个由组织主导的自主学习机会网络。参加CCoL的学生可以获得数字徽章，从面对面和自主学习的机会中直观地展示他们的学习、成就和技能发展。该项目将开发1)一套自定节奏的在线学习活动，然后可以被更大的社区共享和迭代；2)围绕如何发放数字徽章的设计原则，以支持弱势青年的社区参与；3)通过一套共享的计算面对面的学习活动，芝加哥青年学习旅程的匿名数据集，可以分析跨性别，种族，年龄，地理位置和学习成果（例如获得的特定徽章），以及4)将“学习之城”倡议扩展到其他城市。

DePaul University will explore how to engage underrepresented youth in computational thinking activities both in and out of school. The project staff will explore how youth from different backgrounds engage in a citywide initiative called Chicago City of Learning (CCoL). CCoL provides STEM learning experiences both online and face-to-face with over 130 organizations. This project seeks to understand what types of factors are most likely to engage youth in computer science online learning opportunities. The project staff hope to discern how to string together computer science learning opportunities that lead to all youth developing the interest, knowledge and skills to take computer science courses in high school and pursue careers in college.DePaul University will implement a design-based research agenda to design, implement and study the CCoL initiative. CCoL is designed to make visible to students and parents a network of organization-led and self-paced learning opportunities for youth. Students who participate in CCoL earn digital badges that visually represent their learning, achievement, and skill development from both face-to-face and self-paced learning opportunities. This project will develop 1) a set of self-paced, online learning activities that can then be shared and iterated upon by the larger community, 2) design principles around how to issue digital badges to support community engagement for underrepresented youth, 3) an anonymized dataset of the learning journeys of Chicago's youths through a shared set of computation face-to-face learning activities that can be analyze for patterns across gender, race, age, and geographic location and learning outcomes (e.g. specific badges earned), and 4) the scaling of the City of Learning initiative to other cities.