2,585 research outputs found

    Standardizing Facilitator Development for Exploring Computer Science Professional Development

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    A key strategy for broadening CS participation in the Chicago Public Schools (CPS) has been the enactment of a high school CS graduation requirement. The Exploring Computer Science (ECS) curriculum and professional development (PD) program serve as a core foundation for supporting enactment of this policy. The CAFE´CS researcher-practitioner partnership provides support for ECS implementation in CPS. An important part of the sustainability of the ECS PD model in CPS is the development of local workshop facilitators. Potential facilitators have generally been selected based on the CAFE´CS team’s personal familiarity with active ECS teachers. Once selected, teachers engage in a two-year apprenticeship program to become facilitators. However, in the three years since the enactment of the policy, the number of ECS teachers and students has grown significantly. This rapid expansion of the CS teaching force has strained the ability to confidently identify new facilitators from a large pool of teachers and ensure consistency of workshop implementation. As a result, CAFE´CS is exploring how to supplement the ECS Facilitator Development Model through a proactive recruitment model and explicit support for the mentoring process

    The Impact of the Exploring Computer Science Instructional Model in Chicago Public Schools

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    As part of the Taste of Computing project, the Exploring Computer Science (ECS) instructional model has been expanded to many high schools in the Chicago Public Schools system. We report on initial outcomes showing that students value the ECS course experience, resulting in increased awareness of and interest in the field of computer science. We compare these results by race and gender. The data provide a good basis for exploring the impact of meaningful computer science instruction on students from groups underrepresented in computing; of several hundred students surveyed, nearly half were female, and over half were Hispanic or African-American

    My Materials Supporting the Exploring Computer Science Curriculum

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    Ready-made handouts and other resources supporting the Exploring Computer Science (introductory high school) curriculum are provided for Units 1 through 3. These materials were based on version 4 of the ECS curriculum but should remain relevant in later versions as well

    CS as a Graduation Requirement: Catalyst for Systemic Change

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    Since President Obama\u27s announcement of the Computer Science for All Initiative in 2016, there has been a surge in the number of districts that are planning for or newly implementing computer science (CS) offerings at their schools. Chicago Public Schools (CPS) is the first large school district to have adopted Computer Science as a high school graduation requirement, taking this significant step along the path towards systemic change. The foundation was laid eight years ago when an informal alliance was formed between a CPS high school CS teacher, a CPS administrator, and three university computer scientists

    Assessing the Effectiveness of Computer Science RPPs: The Case of CAFECS

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    Research Practice Partnerships (RPPs) are a relatively recent development as a potential strategy to address the complex challenges in computer science education. Consequently, there is little guidance available for assessing the effectiveness of RPPs. This paper describes the formative evaluation approach used to assess the progress of the first year of the formalized RPP, Chicago Alliance for Equity in Computer Science (CAFE´CS). This paper contributes to the RPP literature by providing a case study of how an RPP effectiveness framework can be adapted and used to inform partnership improvement efforts in computer science education

    Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice

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    Given the complex challenges inherent in improving the quality of education, research-practice partnerships (RPPs) aim to bring together research and practice educators to conduct and use research to improve outcomes for students. This collaborative approach is challenging, and often requires members to adopt new ways of working (Coburn, Penuel, & Geil, 2013). RPPs have the potential to provide an infrastructure and mechanisms to integrate and unify research, policy, and practice, in contrast to traditional research processes in which research, policy, and practice can be in tension (Desimone, Wolford, Hill, 2016). The RPP literature is still young, and rich descriptions related to what these activities actually look like in practice are just beginning to emerge. This paper describes tools and routines that the CAFÉCS RPP uses to systematically and collaboratively conduct and use research to inform practice

    Fall 2016

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    Dean David Miller and CDM Through the Years; The New ABCs of Digital Literacy; The Younger Generation: Computer Scientists of the Future; The Final Hurdle: Thesis Talk; Telling Stories in Cuba with Abbas Kiarostami with James Choi; Collegiate Cyber Defense Competition; TEDxDePaulUniversity Conference; Tim Nedow, Olympian; Omnibus Crowdfunded Game; News Briefs; The Social Technocrat: Andrew Ruginis; When Computing and Biology Collide; Tori Meschino: Campus Leader and All-Around Superstar; Degrees Offered at CD

    Alumni Journal

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    Alumni Journal

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