TY - JOUR
T1 - The Impact of Meaningful High School Computer Science Experiences in the Chicago Public Schools
AU - Dettori, Lucia
AU - Greenberg, Ronald I.
AU - McGee, Steven
AU - Reed, Dale
N1 - Lucia Dettori, Ronald I. Greenberg, Steven McGee, and Dale Reed. The impact of meaningful high school computer science experiences in the Chicago Public Schools. In Proceedings of 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), August 2015.
PY - 2015/8/1
Y1 - 2015/8/1
N2 - We report on initial outcomes of the Taste of Computing project, under which a meaningful computer science course has been initiated in many high schools of the Chicago Public Schools system. Surveys of students have shown that they attribute high value to the course and have experienced increases in their understanding and interest regarding the computing field. Data was also collected from teachers participating in professional development regarding their preparation and confidence in teaching the new course. We report on the strengths of various survey responses and their relationships, and we compare student responses 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.
AB - We report on initial outcomes of the Taste of Computing project, under which a meaningful computer science course has been initiated in many high schools of the Chicago Public Schools system. Surveys of students have shown that they attribute high value to the course and have experienced increases in their understanding and interest regarding the computing field. Data was also collected from teachers participating in professional development regarding their preparation and confidence in teaching the new course. We report on the strengths of various survey responses and their relationships, and we compare student responses 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.
KW - computer science education
KW - computer science curriculum
KW - computer science teacher professional development
KW - equity in computer science
UR - https://ecommons.luc.edu/cs_facpubs/176
U2 - 10.1109/RESPECT.2015.7296505
DO - 10.1109/RESPECT.2015.7296505
M3 - Article
JO - Computer Science: Faculty Publications and Other Works
JF - Computer Science: Faculty Publications and Other Works
ER -