Pairing Atlanta High School Teachers with HBCU Computer Science Students to Train Them on AP Computer Science Principles

莫尔豪斯学院（Morehouse College）提议探索一项新的教师专业发展（PD）项目的成果，该项目旨在帮助在职高中教师在计算机科学（CS）本科专业的支持下，教授预修计算机科学原理（AP CSP）课程——计算的美丽与快乐（BJC）。这项工作利用了亚特兰大大学中心联盟成员（莫尔豪斯学院、斯佩尔曼学院和克拉克亚特兰大大学）和亚特兰大公立学校（APS）之间的长期关系。APS主要服务和雇用非裔美国人和其他少数民族学生和教师。同样，亚特兰大大学中心的传统黑人学院和大学（HBCUs）主要为少数民族本科生提供服务。通过这种独特的模式，少数族裔在职高中教师将在教授少数族裔AP CSP课程时获得BJC专业发展和少数族裔CS本科生的支持。这些本科生既要担任新CS老师的助教，又要成为学生们的榜样。反过来，少数民族的APS学生将接受严格的CS教学，这些教学与他们的文化相关。本项目将研究PD期间面对面的本科助教对少数民族人群BJC课程实施的影响。它将检查这些助教/教师关系的结果，检查教师CS内容知识的变化，对计算机职业的理解，教学CS的信心，以及招聘和留住有色人种学生的成功。同样，它将从提供教学支持的能力、公民参与水平、CS内容知识和职业身份等方面考察对本科生助教的影响。该奖项反映了美国国家科学基金会的法定使命，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。

Morehouse College proposes to explore outcomes of a novel teacher professional development (PD) program that prepares in-service high school teachers to teach the Advance Placement Computer Science Principles (AP CSP) course, the Beauty and Joy of Computing (BJC), with support from undergraduate computer science (CS) majors. The work leverages longstanding relationships between members of the Atlanta University Center Consortium (Morehouse College, Spelman College, and Clark Atlanta University), and the Atlanta Public Schools (APS). APS predominantly serves and employs African American and other minority students and teachers. Likewise, the Historically Black Colleges and Universities (HBCUs) of the Atlanta University Center primarily serve minority undergraduate students. Through this unique model, minority in-service, high school teachers will receive BJC professional development and support from minority undergraduate CS students in teaching their majority-minority AP CSP classes. The undergraduates will serve both as teaching assistants for the new CS teachers and as role models for the students. In turn, minority APS students will receive rigorous CS instruction made relevant and contextualized within their culture. This project will study the effects of in-person undergraduate teaching assistants during PD for and implementation of the BJC curriculum within minority populations. It will examine the outcomes of these teaching assistant/teacher relationships, examining changes in teachers' CS content knowledge, understanding of careers in computing, confidence in teaching CS, and success in recruiting and retaining students of color. Likewise, it will examine effects on the undergraduate student teaching assistants in terms of ability to provide instructional support, levels of civic engagement, CS content knowledge, and professional identity.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.