Transforming Our Discipline and Ourselves

Dr. Chris Stephenson

Agenda

CSTAComputer science is crucialCurrent challengesTransformative ProjectsTransformative Advocacy

The Computer Science Teachers AssociationiStockphoto.com/bubaone

CSTA Today CSTA is an international membership organization of 10,000 members

CSTA is a learning community CSTA is an advocacy organization CSTA is a provider of professional development for teachers CSTA is a research body CSTA is a provider of resources

CSTAs MissionThe Computer Science Teachers Association is a membership organization that supports and promotes the teaching of computer science and other computing disciplines. CSTA provides opportunities for K-12 teachers and students to better understand the computing disciplines and to more successfully prepare themselves to teach and learn.

CSTAs Goals and ObjectivesCreating a community of individuals and organizations working together to address critical issues in K-12 computer science education.

Promote a Better Understanding of Computer Science: Provide visibility, influence policy, and generate resources that illuminate computer science as an essential academic discipline.

Develop Research and Resources: Conduct original research and serve as a direct-to-practitioner channel for the dissemination of research and resources that address current knowledge gaps.

Support National Standards: Facilitate the implementation of national curriculum and teacher certification standards to support consistent excellence in learning and teaching.

Support Teacher Excellence: Provide multiple levels of professional development to improve teachers technical knowledge and pedagogical skills.

Opportunities: Promote computer science as a field of study and as a career destination that provides a wealth of opportunities to students regardless of their gender, race, or socio -economic status.

CSTA ResourcesPolicy and Information Documents: The New Educational Imperative (International Ed.), Ensuring Exemplary Teaching in an Essential Discipline, Running on EmptyCSTA posters CSTA videos and podcasts

CSTA Voice bi-monthly publication

Source web repository with more than 200 unique resources: lesson plans, modules, presentations

Every resource is reviewed by a committee of experts to ensure that it is complete, relevant, appropriate, and pedagogically sound

Computer Science as an Academic Discipline in K-12iStockphoto.com/Petrovich9

Knowledge for Today and BeyondWe consider it critical that students be able to read and write and understand the fundamentals of math, biology, chemistry and physics. To be a well-educated citizen in todays computing-intensive world, students must have a deeper understanding of the fundamentals of computing as well.

Defining Computer ScienceComputer science is the study of computers and algorithmic processes, including their principles, their hardware and software designs, their applications, and their impact on society.

The ACM Model Curriculum for K-12 Computer Sciencehttp://csta.acm.org/Publications/sub/Documents.html

Computer Science is Distinct from LiteracyComputer science is the study of computers and algorithmic processes, including their principles, their hardware and software designs, their applications, and their impact on society. (ACM Model Curriculum)

Computer Literacy: The ability to use various software applications (often called point and click education)Educational Computing/Educational Technology: The use of computers to support learning across the curriculum

Transferable Skills in an Interdisciplinary WorldStudents who study computer science learn a number of vital skills that can be transferred to any subject area and contribute significantly to their performance as professionals:

Problem solving skills Problem definition, solution design, implementation, testing, revisionCreativity, perseverance, teamwork

Design skillsDesigning and working to specifications

Logic and reasoningThe ability to analyze a problem and break it down into a logical sequence of steps

Computational thinkingDrawing on fundamental concepts in computer science to analyze and solve problems. Thinking at multiple levels of abstraction

Current Challenges

Very Scary NumbersSchools Offering Introductory Computer ScienceSchools Offering Advanced Placement Computer Science

20052007200978%73%65%

20052007200940%32%27%

Systemic Challengeselective means no one is going to take your course technology credit means parents and competitive post-secondary CS programs dont trust itaccess is limited to high end schools with low minority populations

The myth of outsourcing trumps the reality of jobs, jobs, jobs

Nerds have bad hair

CS Teacher Certification is a Total MessMany states have no requirements at all so anyone can teach computer scienceMost people (teachers and administrators) dont know what the requirements are in their own statesSome states have requirements that have absolutely no connection to computer science content or teachingSome states have requirements that are impossible to meet (requiring teachers to have taught courses that do not exist)Teacher preparation programs are not preparing computer science teachers because they are designed to prepare teachers for professional certification

Transformative Projects

A More Engaging AP CS CourseWe are failing to engage young women and minority students. This isnt just an equity issue, it is a survival issue.

Kids believe that taking the CS AP course will drag their GPAs down

Our hopes for the new course:

A point of national leverage to raise the profile of K-12 CS education An open door for all students A sense of the beauty and creativity of CS, as well as its scientific relevance A language-independent course that allows teachers to pick the best tools

Curriculum Standards: Why We Need ThemBroadly endorsed contentProgression of courses that is pedagogically soundClear definitionsFramework for planningBenchmark for course development and selectionCommon benchmark for universities so they can evaluate incoming students

The ACM/CSTA Model CurriculumPublished in:20032006: revised forwardMore than 40,000 copies distributedUsed as the basis for curriculum development at the state and national level

Standards are Organized into Levels

Learning Outcomes Organized by Strands

TimelinesApril 1: Draft completedApril 15: Community review and feedback process beginsJune 5: Revision process beginsAugust 1: Second draft completedAugust 15: Community endorsement process beginsSeptember 16: Final draft to layoutNovember 18: Final version to printerDecember 16: Publication

Draft Document

The entire draft document is available at:

http://csta.acm.org/includes/Other/CS_Standards.html

Transformative Teaching

Working With StudentsAsk your students how to make your courses better (these are your consumers... learn how to sell to them) Actively recruit (letters inviting students to take your classes, open house for students and parents)Encourage students to explore a variety of course options Use a project-based learning approach and encourage students to design projects that interest themUse goal-oriented teaching strategiesTake kids on cool field trips and use the teachable moment (laser tag, simulators, local manufacturing industries that use robotics)Bring back former students to talk about their experience at university or in the work world (near-peer mentors)Bring in industry speakers

Working With Other TeachersTeam teachingGrade teams to focus on grade-specific learning strategiesBreak down departmental fiefdoms and promote working togetherVisit lower grades in other subject areas (math, science, tech) and talk to students about your programEducate math and science teachers about your program and ask them to identify students who would benefit and then follow-up personally with those studentsGet involved in a professional organization that is advocating for your discipline

Working With AdministratorsShow how your courses align with national standardsSend them copies of recent reportsSend them briefings on your recent conferences or meetingsCreate an opportunity map that links your courses to postsecondary and workplace opportunitiesDevelop a list of postsecondary programs that require computing skills Invite administrators to come and see your class in actionIf you have a parent in the industry, set up a meeting with you, the parent, and your administratorLobby your administrator to make sure that your departments are organized in such a way that computing is perceived as an academic subject and that course codes are appropriate

Working With Guidance CounselorsDo an annual presentation highlighting fun student projects Provide a list of requisite skills for each of your coursesCreate an opportunity map that links your courses to postsecondary and workplace opportunitiesDevelop a list of postsecondary programs that require computing skills Give them copies of your textbooksInvite them to come and see your class in actionAsk their advice

Working With Colleges and UniversitiesDevelop a relationship with local faculty to learn more about their requirementsTake your students on field tripsInvite faculty to come and speak to your classCreate an opportunity map that links your courses to postsecondary and workplace opportunitiesArrange to take your students to local career days Invite your principal to meet your local faculty contactsLobby local universities and colleges to either require a high school computing course for entry into their program or to give special consideration to students who have taken themAsk for their helpAsk them to support a local CSTA chapter

Getting FundedDemonstrate the need for up-to-date equipmentDiscuss needs during staff evaluationLearn about grant sources and get yourself a good book on grant writingOffer to partner with local colleges and universities on NSF grants (iTEST, BPC, DRK-12)Approach corporations about scholarships or supportAsk, ask, askBeg, beg, beg

THANK YOU!

Chris StephensonExecutive Director, CSTA Phone/Fax: 1-541-687-1840 cstephenson@csta.acm.org

CSTA website: csta.acm.org

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**This is just a brief list of some of the things that we do.

********In the U.S., students can choose to write an Advanced Placement exam which in some cases will give them an actual university credit and in others will allow them to skip introductory university courses.*

**This is just a brief list of some of the things that we do.

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