Transforming Our Discipline and Ourselves
Dr. Chris Stephenson
Agenda
• CSTA
• Computer science is crucial
• Current challenges
• Transformative Projects
• Transformative Advocacy
©iStockphoto.com/bubaone
The Computer Science
Teachers Association
CSTA Today
CSTA is an international membership organization of
10,000 members
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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
CSTA’s Mission
• The 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.
CSTA’s Goals and Objectives
Creating 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 Resources
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Policy and Information Documents: The New Educational
Imperative (International Ed.), Ensuring Exemplary Teaching
in an Essential Discipline, Running on Empty
CSTA posters
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CSTA videos and podcasts
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CSTA Voice bi-monthly publication
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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
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©iStockphoto.com/Petrovich9
Computer Science as an
Academic Discipline in
K-12
Knowledge for Today and Beyond
We 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
today’s computing-intensive world, students
must have a deeper understanding of the
fundamentals of computing as well.
Defining Computer Science
“Computer 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 Science”
http://csta.acm.org/Publications/sub/Documents.html
Computer Science is Distinct from Literacy
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Computer 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)
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Computer Literacy: The ability to use various software
applications (often called “point and click education”)
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Educational Computing/Educational Technology: The
use of computers to support learning across the
curriculum
Transferable Skills in an Interdisciplinary World
Students 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
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Problem definition, solution design, implementation, testing, revision
Creativity, perseverance, teamwork
• Design skills
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Designing and working to specifications
• Logic and reasoning
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The ability to analyze a problem and break it down into a logical sequence of
steps
• Computational thinking
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Drawing on fundamental concepts in computer science to analyze and solve
problems.
Thinking at multiple levels of abstraction
Current Challenges
Very Scary Numbers
Schools Offering Introductory Computer Science
2005
2007
2009
78%
73%
65%
Schools Offering Advanced Placement Computer Science
2005
2007
2009
40%
32%
27%
Systemic Challenges
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“elective” means no one is going to take your course
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“access” is limited to high end schools with low minority populations
“technology credit” means parents and competitive post-secondary
CS programs don’t trust it
• The myth of outsourcing trumps the reality of jobs, jobs, jobs
• Nerds have bad hair
CS Teacher Certification is a Total Mess
• Many states have no requirements at all
so anyone can teach computer science
• Most people (teachers and
administrators) don’t know what the
requirements are in their own states
• Some states have requirements that have
absolutely no connection to computer
science content or teaching
• Some 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 Course
• We are failing to engage young women and minority students.
This isn’t just an equity issue, it is a survival issue.
• Kids believe that taking the CS AP course will drag their GPA’s
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 Them
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Broadly endorsed content
Progression of courses that is pedagogically sound
Clear definitions
Framework for planning
Benchmark for course development and selection
Common benchmark for universities so they can
evaluate incoming students
The ACM/CSTA Model Curriculum
• Published in:
– 2003
– 2006: revised forward
• More than 40,000 copies
distributed
• Used as the basis for
curriculum development at
the state and national level
Standards are Organized into Levels
Learning Outcomes Organized by Strands
Timelines
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April 1: Draft completed
April 15: Community review and feedback process begins
June 5: Revision process begins
August 1: Second draft completed
August 15: Community endorsement process begins
September 16: Final draft to layout
November 18: Final version to printer
December 16: Publication
Draft Document
The entire draft document is available at:
http://csta.acm.org/includes/Other/CS_Standards.html
Transformative Teaching
Working With Students
• Ask 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 them
• Use goal-oriented teaching strategies
• Take 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 Teachers
• Team teaching
• Grade teams to focus on grade-specific learning
strategies
• Break down departmental fiefdoms and promote working
together
• Visit lower grades in other subject areas (math, science,
tech) and talk to students about your program
• Educate math and science teachers about your program
and ask them to identify students who would benefit and
then follow-up personally with those students
• Get involved in a professional organization that is
advocating for your discipline
Working With Administrators
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Show how your courses align with national standards
Send them copies of recent reports
Send them briefings on your recent conferences or meetings
Create an opportunity map that links your courses to postsecondary
and workplace opportunities
Develop a list of postsecondary programs that require computing
skills
Invite administrators to come and see your class in action
If you have a parent in the industry, set up a meeting with you, the
parent, and your administrator
Lobby 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 Counselors
• Do an annual presentation highlighting fun student
projects
• Provide a list of requisite skills for each of your
courses
• Create an opportunity map that links your courses to
postsecondary and workplace opportunities
• Develop a list of postsecondary programs that
require computing skills
• Give them copies of your textbooks
• Invite them to come and see your class in action
• Ask their advice
Working With Colleges and Universities
• Develop a relationship with local faculty to learn more about their
requirements
• Take your students on field trips
• Invite faculty to come and speak to your class
• Create an opportunity map that links your courses to
postsecondary and workplace opportunities
• Arrange to take your students to local career days
• Invite your principal to meet your local faculty contacts
• Lobby 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 them
• Ask for their help
• Ask them to support a local CSTA chapter
Getting Funded
• Demonstrate the need for up-to-date equipment
• Discuss needs during staff evaluation
• Learn about grant sources and get yourself a good
book on grant writing
• Offer to partner with local colleges and universities on
NSF grants (iTEST, BPC, DRK-12)
• Approach corporations about scholarships or support
• Ask, ask, ask
• Beg, beg, beg
THANK YOU!
Chris Stephenson
Executive Director, CSTA
Phone/Fax: 1-541-687-1840
cstephenson@csta.acm.org
CSTA website: csta.acm.org