Innovation Pathways to Data Careers

大数据作为决策驱动的应用已经扩展到每一个科学、工业和商业企业。随着对数据分析的基本熟练程度逐渐渗透到广泛的传统职业中，对数据流畅性和熟练程度的需求也在增加。从所有学生的数据素养，到大数据专家，熟练掌握收集、清理和分析大量数据集所需的各种任务和职责的个人需求量很大。通过伯灵顿公立学校、教育发展中心和马萨诸塞州中小学教育部的合作，该项目将开发、测试和制度化以数据科学和职业为重点的K-12课程。利用马萨诸塞州范围内被称为创新途径的倡议，该项目将加速扩大学生获得、参与和成功完成途径的机会，最终获得有意义的高等教育和劳动力证书。公平获取、指导学术路径、加强学生支持、与职业相关的联系以及伙伴关系是创新路径发展的核心，并有可能扩大学生进入以数据为中心的职业的参与。本提案设计、开发、测试并制度化了一条专注于数据职业（IPDC）的创新路径。RPP是先前nsf资助的计算机科学和数据项目的延伸，并利用网络改进社区（NIC）方法，包括高中和社区大学教育者以及工业和社区合作伙伴。这些研究问题是由实践需求驱动的，并集中在(1)什么需要引起学生的兴趣并激励他们坚持IPDC， (2) IPDC的哪些特征最有助于IPDC的成功，(3)教师和其他利益相关者需要什么支持才能成功实施IPDC，以及(4)行业在维持IPDC成功方面的作用。与项目伙伴合作，三个学校系统/高中（指定为“开发地点”）将组成一个扩展的研究/实践小组。该团队将为数据模块设计、开发和测试课程，将其整合到高中公民课程中，并试点可视化+数据课程和Python+数据课程，以完成IPDC。五个学校系统/高中（指定为“实地测试点”）将与来自发展地点的教师领导/辅导员合作，参与第二和第三年的专业发展。他们将整合二年级的公民学+数据模块和三年级的可视化+数据课程，并承诺在本项目结束后的一年内实施Python+数据课程。研究成果将用于指导马萨诸塞州中小学教育部资助的创新之路的进一步发展。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。

The use of big data as a decision-driver has expanded into every scientific, industrial, and business enterprise. As fundamental proficiency in data analytics creeps into this broad range of traditional occupations, there is an increased need for data fluency and proficiency. From data literacy for all students, to big-data-enabled specialists, individuals skilled in the variety of tasks and duties required to collect, clean, and analyze massive data sets are in high demand. Through a collaboration of Burlington Public Schools, Education Development Center, and the Massachusetts Department of Elementary and Secondary Education, this project will develop, test, and institutionalize a K-12 pathway focused on data science and careers. Utilizing a Massachusetts-wide initiative known as Innovation Pathways, this project will accelerate the expansion of student access to, participation in, and successful completion of pathways that culminate in meaningful postsecondary and workforce credentials. Equitable access, guided academic pathways, enhanced student support, relevant connections to careers, and partnerships are central to the development of the Innovation Pathway, and have the potential to broaden the participation of students entering data-centric careers.This proposal design, develop, test, and institutionalize an innovation pathway focused on data careers (IPDC). The RPP is an extension of prior NSF-funded computer science and data projects and leverages a Networked Improvement Community (NIC) approach that includes high school and community college educators and industry and community partners. The research questions are driven by practice needs and focus on (1) what it takes to interest and motivate students to persist on an IPDC, (2) what characteristics of an IPDC most contribute to the success of the IPDC, (3) what supports are needed for teachers and other stakeholders to successfully implement an IPDC, and (4) the role of industry in sustaining a successful IPDC. Working with project partners, three school systems/high schools (designated as “development sites”) will form an extended research/practice team. This team will design, develop, and test curriculum for a data module to be integrated into high school civics courses and pilot a Visualization+Data Course and a Python+Data course to complete the IPDC. Working with teacher leaders/facilitators from the development sites, five school systems/high schools (designated as “field test sites”) will participate in professional development during Years 2 and 3. They will integrate the Civics+Data module in Year 2 and the Visualization+Data course in Year 3 and commit to implement the Python+Data course in the year following the end date of this project. Research findings will be used to guide further development of Innovation Pathways funded by the Massachusetts Department of Elementary and Secondary Education.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.