Track 2 CS10K: Growing Computer Science Curriculum, Diversity, and Teacher Preparedness across Montana

蒙大拿大学正在建立一个涉及三所主要州立大学和一所部落学院的合作项目。它的两个主要目标是准备高中教师教新的计算机科学（CS）课程的方式是长期可持续的，并扩大CS课程在蒙大拿州的高中，特别注重提高学生的多样性谁从事CS。 该项目代表了蒙大拿州的第一个此类项目，因为它的范围，所涉及的合作伙伴关系，以及扩大学生人数的潜力，介绍了各种各样的CS主题在较早的年龄。 最终的结果有望是更广泛的高中生参与CS，他们继续主修计算机领域，并最终进入成功，高薪和充实的职业。这个项目可以改变蒙大拿州的经济和未来，并准备一个更多样化的年轻人群体接管下一代计算在我国。为了扩大目前的CS课程在蒙大拿州高中的产品，这一努力包括喜悦和美丽的计算（JBC）课程开发和试点在蒙大拿州州立大学和波兹曼高中推出，第二CS原则课程。所显示的提高多样性的活动（指导、结对编程、榜样等）将被纳入课程设置，双学分的机会将提供给学生，高中教师将参加团队教学安排和正在进行的专业发展（PD）研讨会。该项目的教育评估部分集中在高层次的问题：两门课程的CS课程是否扩大了高中CS职业道路的兴趣和参与？一组分别关注学生参与和教师参与的子问题将指导本研究的数据收集和分析部分。六个关键措施将被使用：前/后调查，访谈，CS课程招生数据，工件审查，课堂观察，和案例研究。形成性和总结性摘要将每年提供雪松湖研究小组，以通知研究。

The University of Montana is building a collaborative effort involving three major state universities and a tribal college. Its two main goals are to prepare high school teachers to teach new computer science (CS) courses in a manner that is sustainable over the long-term, and to expand CS curriculum in Montana's high schools with a special focus on improving the diversity of students who engage in CS. This project represents the first of its kind in the state of Montana due to its scope, the partnerships involved, and the potential to expand the number of students introduced to a wide variety of CS topics at an earlier age. The end result promises to be a broader population of high school students who engage with CS, who go on to major in a computing field, and who ultimately land in successful, high-paying and fulfilling professions. This project can change the economy and the future of Montana, and prepare a more diverse group of young people to take over the next generation of computing in our country.To expand the current offerings of CS courses in Montana high schools, this effort includes the Joy and Beauty of Computing (JBC) course developed and piloted at Montana State University and rolled out to Bozeman High School, and a second CS Principles course. Activities shown to improve diversity (mentoring, pair programming, role models, etc.) will be integrated into course offerings, dual credit opportunities will be available for students, and high school teachers will participate in team-teaching arrangements and on-going professional development (PD) workshops. The educational assessment portion of the project centers on the high-level question: Does the two-course CS curriculum broaden interest and participation in high school CS career pathways? A set of sub-questions that focus separately on student participation and teacher participation will guide the data collection and analysis portion of this study. Six critical measures will be used: pre/post surveys, interviews, CS course enrollment data, artifact reviews, classroom observations, and case study. Formative and summative summaries will be provided each year by Cedar Lake Research Group to inform the research.