CUE-T: Micro-credentials for Integrating Computing Responsibly into Other (MICRO) Domains in Colleges of Education

格鲁吉亚州立大学与格鲁吉亚教育部和国际教育技术协会合作，将与加州州立大学多明格斯山大学、北卡罗来纳州州立大学、南康涅狄格州州立大学和弗吉尼亚大学合作，开发一个将计算融入教育学院的通用模型。学习计算机科学对于1）个人职业成功至关重要，因为越来越多的技术和STEM工作需要计算机科学知识，2）个人个人成功，因为数字素养和个人网络安全越来越需要通过技术进行有效互动，以及3）社会和劳动力成功，因为行业利用计算来解决问题。然而，在大学教育系统中，每个人学习基础计算机科学都存在重大障碍。首先，有计算机科学知识的教授数量有限，特别是在计算机科学系之外，教授这些技能。其次，很大一部分人口在计算机科学方面的代表性不足，包括女孩和妇女，非白色或亚洲人以及来自低收入家庭的人。该项目旨在通过将计算机科学教育融入教师培训计划来解决这两个障碍。许多未来的教师代表了计算机科学代表性不足的群体，目前只有不到5%的教育学院拥有计算机科学知识。该项目将开发和研究一个教师准备计划系统，培训教育教师整合和定制现有的基于证据的资源，这些资源教授并应用计算机科学技能来教授非计算机科学领域的教学，如英语，数学和科学。这些资源中有许多是在NSF的支持下开发的，但教育教师需要帮助将它们应用到他们的项目中。因此，这个项目的目的是扩大参与计算利用现有的资源，以帮助教师整合计算到他们的教学工具包。它对教师未来的学生也有很大的好处，他们将学习计算机科学作为必修课程的一部分，如英语，数学和科学。这个计算在本科教育转型跟踪项目解决了计算在教育学院的整合，特别是在非CS教师准备计划。该项目建立在过去的工作支持的NSF赠款#1941642和#2016010在格鲁吉亚州立大学，在那里的项目团队集成计算到所有跨学科和年级的教师准备计划。这项工作发现，教师很快认识到计算作为一个强大的工具，在他们未来的课堂教学非CS学习目标时，CS教育教师与教师准备教师合作，使计算解决方案，满足他们的需求。在这个项目中，格鲁吉亚州立大学的教师将与教师准备教师和大约1,500名教师在四个教育学院开发和试点一个可复制的系统，为教育学院纳入和定制现有的资源，计算整合在教师准备计划，服务于他们的教师的需求。该项目的重点是未来教师在本科课程中的利益，以了解1）我们如何适应和应用现有的外部计算教育资源，以可持续地整合到未来K-12教师的教师教育课程中，以及2）什么类型的知识和技能（例如，内容、教学法、政策、标准）教师教育学院是否需要可持续地支持计算机集成？为了回答这些问题，该项目将采用基于设计的研究方法，该方法借鉴了前瞻性实验方法和反思性民族志方法，以平衡严谨性和对当地大学和政策景观的响应性。项目工作人员将从各种来源收集数据，包括工件、讨论板、评估和调查。我们的主要目标是使未来的，主要是非CS，教师使用计算作为一个强大的教学工具，在他们的教室，最终准备一个更多样化的人使用计算在各种情况下和具有挑战性的问题。此外，这一目标具有上游效应，使教师准备项目的教师能够在他们的项目中使用计算，以及下游效应，让K-12学生在整个课程中体验计算。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

Georgia State University, in collaboration with the Georgia Department of Education and the International Society of Technology in Education, will partner with California State University Dominguez Hills, North Carolina State University, Southern Connecticut State University, and University of Virginia to develop a generalizable model for integrating computing into colleges of education. Learning computer science is critical for 1) individual professional success as more technical and STEM jobs require computer science knowledge, 2) individual personal success as digital literacy and personal cybersecurity are increasingly required to competently interact via technology, and 3) societal and workforce success as industries leverage computing to solve problems. However, there are significant barriers to everyone learning foundational computer science in the university education system. First, there are a limited number of professors with computer science knowledge, especially outside of computer science departments, to teach these skills. Second, a large portion of the population is underrepresented in computer science, including girls and women, people who are not White or Asian, and people from lower-income families. This project aims to address both barriers by integrating computer science education into teacher preparation programs. Many future teachers represent groups who are underrepresented in computer science and, currently, less than 5% of colleges of education have faculty with computer science knowledge. This project will develop and examine a system for teacher preparation programs that trains education faculty to incorporate and customize existing, evidence-based resources that teach and apply computer science skills to teaching in non-computer-science fields, like English, math, and science. Many of these resources have been developed with NSF support, but education faculty need help applying them to their programs. Thus, this project aims to broaden participation in computing by leveraging existing resources to help teachers integrate computing into their instructional toolkit. It also has significant benefits for teachers’ future students, who will learn computer science as part of their required courses, such as English, math, and science. This Computing in Undergraduate Education Transformation track project addresses the integration of computing in colleges of education, particularly in non-CS teacher preparation programs. The project builds on past work supported by NSF grants #1941642 and #2016010 at Georgia State University, where the project team integrated computing into all teacher preparation programs across disciplines and grades. That work found that teachers quickly recognize computing as a powerful tool for teaching non-CS learning objectives in their future classrooms when CS education faculty collaborate with teacher preparation faculty to make computing solutions that serve their needs. In this project, Georgia State faculty will work with teacher preparation faculty and approximately 1,500 teachers in four colleges of education to develop and pilot a replicable system for colleges of education to incorporate and customize existing resources for computing integration in teacher preparation programs that serve their teachers’ needs. This project focuses on benefits for future teachers in their undergraduate programs to understand 1) how can we adapt and apply existing, external computing education resources to be sustainably integrated into teacher education curricula for future K-12 teachers and 2) what types of knowledge and skills (e.g., content, pedagogical, policy, standards) do teacher education faculty need to sustainably support computing integration? To answer these questions, the project will use a design-based research approach, which draws from both prospective experimental methodologies and reflective ethnographic methodologies to balance rigor and responsivity to local university and policy landscapes. Project staff will collect data from a variety of sources including artifacts, discussion boards, assessments, and surveys. Our primary goal is to enable future, primarily non-CS, teachers to use computing as a powerful pedagogical tool in their classrooms, ultimately preparing a more diverse range of people to use computing across a variety of contexts and challenging problems. In addition, this goal has upstream effects, by enabling the faculty in teacher preparation programs to use computing in their programs, and downstream effects, by giving K-12 students experiences with computing across the curriculum.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.