Posts tagged ‘computing for everyone’
College of Computing Using Google Funding to Close CS Diversity Gap: Barb Ericson’s Project Rise Up 4 CS
Project Rise Up 4 CS and Sisters Rise Up 4 CS are really great ideas (see previous blog posts on the work presented at SIGCSE and at RESPECT) — though I’m obviously biased in my opinion. I’m grateful that Google continues to support Barb’s project, and the College did a nice write up about her efforts.
In fact, according to ongoing data analysis by Barbara Ericson, director of computing outreach for the Institute for Computing Education (ICE) for the Georgia Tech College of Computing, “The disparity here is so great that in 2015 10 U.S. states had fewer than 10 girls take the Advanced Placement (AP) Computer Science (CS) A course exam while 23 states had fewer than 10 black students take the exam.”
In an interview with the New York Times late last year Ericson said working to solve tech industry’s gender and racial diversity gap is important “because we don’t have enough people studying computer science in the United States to fill the projected number of jobs in the field.”
To address this problem and prepare more high school students for computer science careers, the College of Computing established RISE Up 4 CS in 2012.
Leveraging Google RISE Award funding, the RISE Up 4 CS program offers twice-a-week webinars and monthly in person sessions at Georgia Tech to prepare underrepresented students to succeed in taking the APCS A course exam and class. For the webinars, students use a free interactive e-book developed by Ericson to learn about searching and sorting data, and the fundamentals of JAVA.
Japan plans to make programming mandatory at schools as a step to foster creativity: What if it doesn’t work?
Japan is planning to make programming mandatory in all their schools because it will help their children to think logically and creatively. Except, we don’t have evidence that it does. We know a little about how to use programming as a medium for developing thinking skills, but I know of no efforts to make it replicable and scalable. I don’t know of anyone using programming in order to improve creativity. I know of no evidence that learning to program improves creativity.
This is a nation-size gamble. I’m interested in how Japan goes about this — they face the same challenges as NYC does in their initiative, at an even larger scale.
It is essential that computer programming to be taught in schools will lead to improving children’s ability to think logically and creatively.
Annie Murphy Paul is talking about inclusive teaching here, but she could just as well be talking about active learning. The stages are similar (recall the responses to my proposal to build active learning methods into hiring, promotion, and tenure packages). These are particularly critical for computing where we have so little diversity and CS teachers are typically poor at teaching for diverse audiences.
Stages of Inclusive Teaching Acceptance
Denial: “I treat all my students the same. I don’t see race/ethnicity/gender/sexual orientation/nationality/disability. They are just people.”
Anger: “This is all just social science nonsense! Why won’t everyone just get over this PC stuff? When I went to grad school, we never worried about diversity.”
Bargaining: “If I make one change in my syllabus, will you leave me alone?”
Depression: “Maybe I’m not cut out to teach undergraduates. They’re so different now. Maybe I just don’t understand.”
Overwhelmed: “There is so much I didn’t know about teaching, learning, and diversity. How can I possibly accommodate for every kind of student?”
Acceptance: “I realize that who my students are and who I am influences how we interact with STEM. I can make changes that will help students learn better and make them want to be part of our community.”
It’s just plans and campaign promises, but it’s nice to see.
Invest in Computer Science and STEM Education by:
Providing Every Student in America an Opportunity to Learn Computer Science: To build on the President Obama’s “Computer Science Education for All” initiative, Hillary will launch the next generation of Investing in Innovation (“i3”) grants, double investment in the program, and establish a 50% set-aside for CS Education.
Engaging the Private Sector to Train up to 50,000 Computer Science Teachers: Hillary will launch an initiative to expand the pool of computer science teachers—both through recruiting new teachers into the field, and through helping current teachers in other subjects gain additional training.
Encouraging Local STEM Education Investments: Hillary’s Department of Education will support states and districts in developing innovative schools that prioritize STEM, implementing “makerspaces,” and build public-private partnerships.
Interesting and relevant for this list. There’s a lot in the NSF big ideas document (see link here) about using technology for learning, but there’s also some on what we want students to know (including about computing technology), e.g., “the development and evaluation of innovative learning opportunities and educational pathways, grounded in an education-research-based understanding of the knowledge and skill demands needed by a 21st century data-capable workforce.”
The six “research” ideas are intended to stimulate cross-disciplinary activity and take on important societal challenges. Exploring the human-technology frontier, for example, reflects NSF’s desire “to weave in technology throughout the fabric of society, and study how technology affects learning,” says Joan Ferrini-Mundy, who runs NSF’s education directorate. She thinks it will also require universities to change how they educate the next generation of scientists and engineers.
I’ve talked about Kamau Bobb’s work in this blog previously, when he wrote a depressing but deeply-insightful op-ed about the state of mathematics education in Atlanta public schools. He’s recently been interviewed in a three part series in Black Enterprise about his role as an NSF program officer. The below quote is from Part II — I recommend the whole series.
The most significant challenge facing STEM education and the workforce is the capacity of the U.S. educational system to produce interested and qualified participants in the STEM enterprise. Here is where the racial and socio-economic challenges facing the nation are most glaring.
According to the National Center for Education Statistics National Report Card, there are some damning realities that significantly challenge STEM education and the STEM workforce. In 2015, only 33% of all eighth grade students in the U.S. were proficient or better in mathematics. Only 13% of black eighth graders and 19% of Hispanic eighth graders were proficient or better in mathematics, which is in contrast to 43% of white students and 61% of Asian students. For students who live in poverty and qualify for the National School Lunch Program, only 18% were proficient in eighth grade mathematics.
According to the College Board, only 16% of black students are college or career ready by the time they take the SAT in eleventh grade. For Hispanic students, 23% are ready. For Asian and white students, 61% and 53%, respectively, are ready for higher education or to take on meaningful work. This landscape is a problem.
Getting closer to “all” in #CSforAll: Instructional supports for students with disabilities in K-5 computing
I’ve been arguing for a while that we don’t know how to get to CS for All, because we don’t know how to teach “all” yet. This is what the Bootstrap group has been arguing from a STEM discipline and economics perspective (see blog post). I’ve also been concerned that we’re biased by the Inverse Lake Wobegone Effect and are assuming that the high-ability learners we’ve been teaching represent everyone.
Maya Israel is one of the few researchers who’s asking, “How do we teach computing to students with cognitive or learning disabilities in K-12?” Below is a link to her most recent study. Here, she’s looking at how we teach, what helps the students to engage in the computing activity. I talked with her about this paper — we still don’t know what the students are learning.
As computer programming and computational thinking (CT) become more integrated into K-12 instruction, content teachers and special educators need to understand how to provide instructional supports to a wide range of learners, including students with disabilities. This cross-case analysis study examined the supports that two students with disabilities, who were initially disengaged during computing activities, received during computing instruction. Data revealed that students’ support needs during computing activities were not CT-specific. Rather, supports specific to these students’ needs that were successful in other educational areas were also successful and sufficient in CT. Although additional studies would need to be conducted to ascertain the transferability of these findings to other contexts and students, our results contribute evidence that students with disabilities can and should participate in CT and be provided with the supports they need, just as in all other areas of the curriculum. We present a framework for evaluating student engagement to identify student-specific supports and, when needed, refine the emerging K-12 CT pedagogy to facilitate full participation of all students. We then offer a list of four implications for practice based on the findings.