
NSF Org: |
CNS Division Of Computer and Network Systems |
Recipient: |
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Initial Amendment Date: | September 24, 2013 |
Latest Amendment Date: | July 20, 2018 |
Award Number: | 1346922 |
Award Instrument: | Standard Grant |
Program Manager: |
Janice Cuny
CNS Division Of Computer and Network Systems CSE Directorate for Computer and Information Science and Engineering |
Start Date: | February 1, 2013 |
End Date: | July 31, 2019 (Estimated) |
Total Intended Award Amount: | $352,831.00 |
Total Awarded Amount to Date: | $1,004,705.00 |
Funds Obligated to Date: |
FY 2014 = $86,000.00 FY 2016 = $565,874.00 |
History of Investigator: |
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Recipient Sponsored Research Office: |
2601 WOLF VILLAGE WAY RALEIGH NC US 27695-0001 (919)515-2444 |
Sponsor Congressional District: |
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Primary Place of Performance: |
raleigh NC US 27695-8206 |
Primary Place of
Performance Congressional District: |
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Unique Entity Identifier (UEI): |
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Parent UEI: |
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NSF Program(s): |
Special Projects - CNS, Computing Ed for 21st Century |
Primary Program Source: |
01001415DB NSF RESEARCH & RELATED ACTIVIT 01001617DB NSF RESEARCH & RELATED ACTIVIT 01001617RB NSF RESEARCH & RELATED ACTIVIT |
Program Reference Code(s): |
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Program Element Code(s): |
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Award Agency Code: | 4900 |
Fund Agency Code: | 4900 |
Assistance Listing Number(s): | 47.070 |
ABSTRACT
The University of California, Berkeley and the University of North Carolina, Charlotte propose a collaborative effort?called FRABJOUS?to develop and deploy a proposed, new Advanced Placement (AP) computing course that can successfully achieve outreach ? attracting women and underrepresented minorities ? while having a technically rigorous programming component. The work extends the PIs? previous work on the Berkeley ?Beauty and Joy of Computing? course and the College Board?s CS Principles course to the high school level, addressing the development and study of new instructional materials as well as the impact of teacher professional development on student learning outcomes. The course uses a visually rich programming environment, called Snap, that is based on Scratch. Scratch has had well-documented success in teaching computer programming to 8-14 year olds because of the power of its visual metaphor. Snap extends the metaphor to teach more advanced methods, including recursion, higher order procedures, and object-oriented programming, to 14-19 year olds. Specifically the FRABJOUS project will
? Develop a core group of mentor teachers in the Berkeley and Charlotte areas,
? Conduct and evaluate intensive summer professional development workshops for in-service high school teachers,
? Develop regional partnerships between universities and high schools, creating CSTA chapters and connecting them through the STARS Alliance,
? Study university and high school student learning outcomes,
disaggregating data by race, gender, age, course, and curricular models to
understand the curriculum's effectiveness, ease of use, and impact, particularly
the introduction of advanced concepts (higher order functions, recursion,
distributed computing, concurrency, simulation) at this early level,
? Compare outcomes for students and teaches trained directly by the PIs with those trained by the mentor teachers, and
? Expand the capability of Snap.
The project thus includes tool and materials development, assessments of student learning outcomes, and study of the impact of teacher professional development via workshops and school year support activities, including peer-to-peer and online support.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
This FRABJOUS CS project helped build the infrastructure and materials needed to create the Beauty and Joy of Computing (BJC) Computer Science Principles professional development model and annual workshops for 650 teachers from 2012-2019. The intellectual merit of this project includes the creation of a 5-day teacher professional development model to prepare high school teachers to teach BJC, a train the trainer model and materials that allow the scaling of rigorous computer science professional development. The project conducted an evaluation of the impact of the curriculum and teacher professional development, surveying 484 students and 13 instructors from 14 high schools, showing that students valued the course and planned to continue studying CS, and that the teachers valued the collaborative nature of PD and the creative curricular resources. These results were published at ACM’s 2016 Technical Symposium on Computer Science Education (SIGCSE 2016). The project has conducted design-based implementation research to refine the curriculum from a six-week to a one-week model and this work was published at the 2019 ACM conference on Innovations and Technology in Computer Science Education (ITiCSE 2019). The broader impacts include the training of 37 BJC Master Teachers who have led regional teacher professional development workshops held from 2012-2019 that have prepared over 650 teachers to teach rigorous computer science courses in high schools, potentially impacting up to 13,000 high school students each year. The project led directly to the foundation of the BJC STARS Corp non-profit established to support computer science education and teacher professional development.
Last Modified: 11/29/2019
Modified by: Tiffany M Barnes
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