Collaborative Research: Moving beyond access, increasing teacher knowledge to teach rigorous equity-focused high school computing

随着计算机在所有行业中扮演越来越重要的角色，对信息技术和软件技能的需求急剧上升，而相关的培训基础设施却没有跟上。对于由汽车和制造业驱动的大底特律地区的经济来说，对具有计算机背景的劳动力的需求尤为重要。然而，阻碍计算机科学在底特律地区高中普及的两个主要限制是：(1)缺乏有充分准备和信心来教授这些材料的教师；(2)当有这些课程时，学生缺乏学习这些课程的意识和兴趣。底特律大学和密歇根州立大学的研究人员正在合作，扩大参与范围，增加底特律高中学生获得高质量计算机科学教学的机会。该项目将提高对计算机科学缺乏代表性的学生的意识和兴趣，并教育高中教师提供高质量的计算机科学教学。该项目将采用可持续的多管齐下的方法，在底特律大都会地区建设服务不足的高中提供计算机科学课程的能力。该项目的组成部分包括：(a)通过与大学教师独特的合作教学模式培训在职高中教师，(b)为高中教师提供暑期密集计算机科学体验，(c)与教师共同设计活动和课程，将社会和种族正义问题纳入高中计算机科学课程，以及(d)适应和传播课程，将技术，计算思维和职业曝光纳入核心必修学术课程。该项目将采用混合方法收集丰富的数据，以检验该项目如何影响教师的学习（如教学内容知识和自我效能）和学生的成绩（如AP考试合格率、态度和毕业后的目的地）。该项目的结果将有助于发现如何支持高中计算机科学教师提供高质量的计算机科学教学，从而更好地吸引学生，改善学生的学习并影响学生未来的职业道路。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。

As computing plays an increasingly important role in all industries, the demand for skills in information technology and software have skyrocketed while the associated training infrastructure has not kept pace. The need for a workforce with a background in computing is particularly important for the economy of the greater Detroit area, which is driven by the automotive and manufacturing sectors. However, two primary limitations that inhibit the penetration of computer science in Detroit-area high schools are: (1) a lack of teachers who have sufficient preparation and confidence to teach the material, and (2) students who lack the awareness and interest to undertake such courses when they are available. Researchers from University of Detroit Mercy and Michigan State University are partnering to broaden participation and increase access to quality computer science instruction for high school students in Detroit. This project will increase the awareness and interest of students underrepresented in computer science and educate high school teachers to deliver high-quality computer science instruction.The project will use a sustainable multi-pronged approach to build the capacity of underserved high schools to offer CS curriculum in the metro-Detroit area. The components of the project include: (a) training of incumbent high school teachers through a unique co-teaching model with university faculty, (b) summer intensive CS experiences for high school teachers, (c) co-design of activities and lessons with teachers that bring issues of social and racial justice into their high school CS courses, and (d) adaptation and dissemination of curriculum that integrates technology, computational thinking, and career exposure into core required academic courses. Using mixed-methods approaches, the project will collect a rich set of data to examine how the project influences teacher learning (such as pedagogical content knowledge and self-efficacy) and student outcomes (such as AP Exam pass rates, attitudes, and post-graduation destinations). Results from this project will help discover how to support high school computer science teachers to offer high-quality computer science instruction that better engages students and improves student learning and impacts student future career paths.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.