CS Principles
CE21 meeting – February 3, 2012
Owen Astrachan, Duke University, PI
Amy Briggs, Middlebury College,
C
C
Co-PI
Chinma Uche, Greater Hartford Academy of
Mathematics and Science, Pilot II instructor
Rebecca Dovi, Patrick Henry HS, VA, Pilot II instructor
Dan Garcia, Berkeley, Pilot I instructor
Beth Simon,, UCSD,, Pilot I Instructor
Auditi Chakravarty, College Board
CE21 meeting, D.C., 02.03.12
CS 10K and CS Principles:
Towards Increased Participation in CS
CE21 meeting – February 3, 2012
Amy Briggs, Professor of Computer Science
Middlebury
y College
g
Co-PI, CS Principles Project
CE21 meeting, D.C., 02.03.12
CSPrinciples org
CSPrinciples.org
CE21 meeting, D.C., 02.03.12
CS Principles
• A
A rigorous, creative, alternative new first course in rigorous, creative, alternative new first course in
computer science for HS and college
• Collaborative community of academia, College Board, y
,
g
,
NSF, and professional associations
• Engage and emphasize creativity
g g
p
y
• CSTA K‐12 Curriculum Standards Level 3
Appeal to a broad audience through content and pedagogy
CE21 meeting, D.C., 02.03.12
Who?
CE21 meeting, D.C., 02.03.12
CS Principles Commission
•
•
•
•
•
•
•
•
•
•
Don Allen, Troyy High
g School, CA
Christine Alvarado, Harvey Mudd College
Stacey Armstrong, Cypress Woods High School, TX
O
Owen
A t h
Astrachan,
D k U
Duke
University
i
it (PI)
Charmaine Bentley, FDR High School, Dallas, TX
Amy Briggs, Middlebury College (Co-PI)
(Co PI)
Mark Guzdial, Georgia Institute of Technology
Rich Kick, Newbury Park High School, CA
Jody Paul, Metropolitan State College of Denver
Chris Stephenson, CSTA
CE21 meeting, D.C., 02.03.12
CS Principles Advisory Group
•
•
•
•
•
•
•
•
•
•
•
•
Duane Bailey, Williams
Tiffany Barnes,
Barnes UNCC
Gail Chapman, CSTA
Tom Cortina, CMU
Stephen
p
Edwards, Virginia
g
Tech
Dan Garcia, Berkeley
Joanna Goode, Oregon
Susanne Hambrusch, Purdue
Michelle Hutton, CSTA
Deepak Kumar, Bryn Mawr
Jim Kurose, U Mass
Andrea Lawrence,
Lawrence Spelman
•
•
•
•
•
•
•
Richard Pattis, UC Irvine
Eric Roberts
Roberts, Stanford
Katie Siek, U Colorado Boulder
Beth Simon, UC San Diego
Larryy Snyder,
y
U Washington
g
Lynn Andrea Stein, Olin
Fran Trees, Drew University
•
•
•
•
Lien Diaz, College Board
Cameron Wilson, ACM
Jan Cuny, NSF
Kathleen Haynie,
Haynie Ext Evaluator
CE21 meeting, D.C., 02.03.12
Big Ideas
1
1.
Computing is a creative activity
2.
Abstraction
3
3.
D t and
Data
d iinformation
f
ti
4.
Algorithms
5.
Programming
6.
The Internet
7.
Global impacts of computing
CE21 meeting, D.C., 02.03.12
Computational Thinking Practices
1
1.
C
Connecting
ti computing
ti
2.
Developing computational artifacts
3.
Abstracting
4
4.
Analyzing problems and artifacts
5.
Communicating
6.
Working effectively in teams
CE21 meeting, D.C., 02.03.12
Evidence Centered Design
Evidence-Centered
Big Ideas
(Content)
X
Computational Thinking
Practices (Skills)
Claims (Student Learning Objectives)
+
Evidence (specific evidence of claims)
CE21 meeting, D.C., 02.03.12
Project Timeline – past + present
• 2009-10
– Big Ideas, Practices, Claims/Evidence
• 2010-11
– Pilot I: Five colleges
– College Curriculum Survey
– College attestation/support
• 2011-12
– Pilot II: 10+ colleges, 10+ high schools
– Assessment of prototype test items
CE21 meeting, D.C., 02.03.12
Project Timeline – future
• Fall 2012
– Pilot III: small group, high school and college
– Portfolio-based assessment
– Curriculum
C i l
F
Framework
k fi
finalized
li d
• 2013 –
– Develop exam and course
– Professional development
• 2015-16 (?)
– AP Course and Exam
CE21 meeting, D.C., 02.03.12
CS Principles Pilot Expectations
• Develop and implement a recruitment plan
– special
p
focus on enrollment of women
and under-represented minorities
• Participate in pre and post surveys
• Develop syllabus aligned to course
content
CE21 meeting, D.C., 02.03.12
CS Principles Pilot 1 Sites
•
•
•
•
•
UNC Charlotte: Tiffany Barnes
y Dan Garcia
UC Berkeley:
Metropolitan State College of Denver: Jody Paul
g Beth Simon
UC San Diego:
University of Washington: Larry Snyder
CE21 meeting, D.C., 02.03.12
CS Principles Pilot 1 Highlights
• Diverse student populations – each site was
unique in potential student recruitment
• Diverse class size: ranged from 20 to 600+
students in a g
given p
pilot classroom
• Diverse set of tools and languages that were
used in pilot classrooms
classrooms, e
e.g.,
g Alice
Alice, Scratch
Scratch,
Python, etc.
CE21 meeting, D.C., 02.03.12
Interest in CS Principles Pilot II
CE21 meeting, D.C., 02.03.12
CS Principles
p
Pilot 2 Sites
High School, teacher
Partnered University, contact
North Gwinnett HS - Deepa Muralidhar
Georgia Tech - Charles Isbell
Northside College Prep and Chicago Lab HS Don Yanek, Baker Franke
Illinois Institute of Technology - Matthew
Bauer
Greater Hartford Academy of Math and
Science - Chinme Uche
Trinity College - Ralph Morelli
Booker T Washington Magnet HS - Bill Cowles
U of Alabama - Jeff Gray
Springdale HS - Marilyn Sue Carrell
U of Arkansas at Little Rock - Remzi Seker
S Philadelphia HS - Anne Urevick
U of Pennsylvania - Jean Griffin
West HS - Andrew Kuemmel
U of Wisconsin, Madison - Andrea ArpaciDusseau
Patrick Henry HS - Rebecca Dovi
Virginia Tech - Manuel Perez-Quinonez
Newbury Park HS - Rich Kick
Stanford University - Nick Parlante
CE21 meeting, D.C., 02.03.12
Computer Science Principles
For updates and more information…
CSPrinciples.org
Lien Diaz, AP Program
Jan Cuny
Chris Stephenson
Owen Astrachan
Astrachan, PI
jcuny@nsf gov
jcuny@nsf.gov
cstephenson@csta acm org
cstephenson@csta.acm.org
Amy Briggs, Co-PI
Jody Paul, AP Chief Reader
CE21 meeting, D.C., 02.03.12
CS Principles
CE21 meeting – February 3, 2012
Owen Astrachan, Duke University, PI
Amy Briggs, Middlebury College,
C
C
Co-PI
Chinma Uche, Greater Hartford Academy of
Mathematics and Science, Pilot II instructor
Rebecca Dovi, Patrick Henry HS, VA, Pilot II instructor
Dan Garcia, Berkeley, Pilot I instructor
Beth Simon,, UCSD,, Pilot I Instructor
Auditi Chakravarty, College Board
CE21 meeting, D.C., 02.03.12
Overview – CS Principles at GHAMAS
• Students: 26 Engaged;
• Community: Letters
Letters, emails
emails, CSEdWeek
CSEdWeek,
Showcases - parents
• Benefit: Working with Professor Morelli –
Guidance and support, Guest Speaker at
Community events.
• Conferences: CECA, GHC, CS&IT, SIGCSE
• Resources: Appinventor (main tool - engaging),
– CSUnplugged
– Codeinthebrowser.org
– Yet to use some ECS, Greenfoot and the Finch
CB Principles Course at GHAMAS
Some Student’s
Student s work
• https://sites
https://sites.google.com/site/asinghsprofile
google com/site/asinghsprofile
/home
• https://sites.google.com/site/cbcsprinciples
https://sites google com/site/cbcsprinciples
/home
• https://sites.google.com/site/russellcompsc
htt // it
l
/ it /
ll
i/
• https://sites.google.com/site/dmkuhlorcs/a
bstraction
Some Creative Projects
• https://sites
https://sites.google.com/site/mariamfathim
google com/site/mariamfathim
amohamed/creative-project-1-musicplayer
https://sites.google.com/site/lawrencesanch
htt
// it
l
/ it /l
h
ezsportfolio/l-and-c-project
UC Berkeley + UNCC’s
The Beauty and Joy of Computing
UC Online
Grant
Winner
Pilot
AP CS Principles
Pilot x2
This is a brief description of what
the BJC course is, how it engages
and excites students, broadens
participation, and how we will train
100 high school teachers over 3
years to teach this well.
bjc.berkeley.edu
Award
Winner
Background: Comparison of 5 Pilots I
School
Name
Language
Size
Contact Hrs
MSCD
Living in a
Computing
World
Lightbot +
Scratch
20
60
UCSD
Fluency w/
Information
Technology
Alice + Excel
900
50
UW
CS Principles
Processing
40
50
UNCC
The Beauty
and Joy of
Computing
BYOB based
on Scratch
30
45
UCB
The Beauty
and Joy of
Computing
BYOB based
on Scratch
90
98
The Beauty and Joy of Computing
bjc.berkeley.edu
2 / 10
is an incredible language
The Beauty and Joy of Computing
bjc.berkeley.edu
3 / 10
BYOB adds functions, generic lists, λ
§  BYOB (Build Your Own Blocks) è SNAP!
ú  developed by Jens Mönig w/design input and
documentation from Brian Harvey & others @ Cal
ú  Leverages awesomeness of Scratch (design,
simplicity, multi-media, community of users)
ú  SNAP! will be in Javascript, in-the-browser (demo)
Building a For Loop and calling it. What other languages make it this easy?
The Beauty and Joy of Computing
bjc.berkeley.edu
4 / 10
CS10 in one slide
§  Big Ideas of Programming
ú  Abstraction
§  Big Ideas of Computing
ú  HowStuffWorks
  3D Graphics
  Video Games (expanded at UNCC)
  Computational Game Theory
ú  Algorithms (2)
ú  Recursion (2)
ú  Functions-as-data, λ (2)
ú  Programming Paradigms
ú  Concurrency
ú  Distributed Computing
ú  Research Summaries
  AI
  HCI
ú  Apps that Changed the World
§  Beauty and Joy
ú  Social Implications of Computing
ú  “CS Unplugged” activities
ú  Saving the World with Computing
ú  All lab work in pairs
ú  How Twitter Works (guest lecture)
ú  Two 3-week projects in pairs
ú  Cloud Computing
  Of their own choice!!
ú  One 3-page paper
  Of their own choice!!
The Beauty and Joy of Computing
ú  Limits of Computing
ú  Future of Computing
bjc.berkeley.edu
5 / 10
Textbook and Readings
§  Selected Reading
ú  Taken from great book (Blown to
Bits by Abelson, Ledeen, and
Lewis) + articles + videos
ú  Current events EVERY DAY
(e.g., IBM’s Watson vs Jeopardy;
Stop Online Piracy Act)
§  All resources FREE
ú  Textbook and articles online.
ú  SNAP! software free online.
ú  Videos on YouTube.
The Beauty and Joy of Computing
bjc.berkeley.edu
6 / 10
Format Is Flexible
§  UCB Format:
§  High Schools:
ú  7 hrs/wk * 14 weeks
ú  full year course
ú  varying hours/week
Mon
Lecture
Lab
Lab
Wed
Fri
Lecture Discussion
Lab
Lab
ú  less homework
  (maybe none)
§  Some content must be
optional!
§  UNCC Format:
ú  2 * 75 mins/wk * 15 weeks
ú  lab/discussion combined
The Beauty and Joy of Computing
bjc.berkeley.edu
7 / 10
45% Women, ~57% of top 22 students!
% Women
% Women in Top 22
♀
♀
50
♀ ♀ ♀
♀ ♀ ♀ ♀
♀ ♀ ♀
30
20
♀
♀
♀
10
♀ ♀ ♀
40
3.14
3.09
♀ ♀
70
60
Women GPA: 3.06
Men GPA: 2.87
♀ ♀ ♀ ♀ ♀
♀
♀
♀
♀ ♀ ♀ ♀ ♀ ♀ ♀ ♀ ♀ ♀ ♀ 0
2008Fa CS3L
The Beauty and Joy of Computing
2009Sp CS3L
2010Fa CS10
bjc.berkeley.edu
2011Sp CS10
8 / 10
www.youtube.com/watch?v=6gUW_mEulx0!
CS 10 YouTube Testimonials
§  Justin Barnes (L) & Ian Birnam (R)
ú  Ian: “The class itself was amazing … I had a really fun
time … Building our own projects was great … The
lectures were really interesting … I never really got into
computing but because of this class now I’m really
interested in computing and being a possible CS major.
… Anyone even remotely interested in computers should
take it!”
ú  Justin: “The class is incredibly engaging. The atmosphere
is unlike anything I’ve ever taken here. I would
recommend it to any friend. I’m a senior, but honestly, if I
had taken this class earlier, I would have considered CS
as a major.”
The Beauty and Joy of Computing
bjc.berkeley.edu
9 / 10
CE21 Proposal
§  Cluster: University hub,
strong CSTA chapter
ú  “Petals around flower”
§  We train 1 week F2F
ú  Teach them online tools,
hard prog ideas
§  4 wks online course
ú  Intensive, most prog
§  1 Epilogue F2F week
ú  Wrap up, exam, project, map
to HS situations
§  Monthly support
ú  Through local CSTA chapter
The Beauty and Joy of Computing
bjc.berkeley.edu
10 / 10
Computer
C
p
Science:
S
: Principles
p
College Board Professional Development Plans
All AP courses receive a full slate of support
materials
Course Overview
Course Audit Support
Curriculum Framework
• Syllabus Development Guide (scoring)
p
Course and Exam Description
• Sample Syllabi (4)
Sample Syllabi (4)
Practice Exam
• Online Audit Information/Support
Video Tutorial
• Course Pacing and Planning Guides (4)
Understanding the New Course
Consultant Training (2)
APSIs – Year 1 and Year 2
One Day Workshop
Online Event and/or Online PD Course
p
VTG and Pre-AP Workshop
• Sample textbook list Pedagogy and topic specific supports
• Curriculum Module
Curriculum Module
Online Teacher Community
• Annotated Resource Guide
C
Computer
t Science: Principles—Year 1 Teacher Support
S i
Pi i l
Y 1T h S
t
Video Tutorial
Will provide an overview of the curriculum and assessment for new AP CSP teachers as the foundation of information. h
h f
d
f f
AP CSP Curriculum Framework
Present the Big Ideas, skills, learning objectives, and expected Achievement Level Descriptions. CF will also contain the AP Course Audit Curricular Requirements
AP Course Planning and P i G id (4)
Pacing Guides (4)
Will help AP CSP teachers understand how to plan and pace their courses based on a variety of instructional schedules and approaches to delivering
based on a variety of instructional schedules and approaches to delivering the curriculum. Online CSP Community
AP CSP teachers will have access to an online sharing space for the development and sharing of materials that have proven effective in delivering the AP CSP curriculum. Annotated Resources Guide
This online guide will provide AP CSP teachers with links to websites, books, and other references that support a best practices instructional approach to teaching the course.
teaching the course. Computer Science: Principles—Year 2/3 Teacher Support
AP Course Audit Reference Syllabi
25 teachers will present syllabi that are intended to meet the AP CSP Curricular Requirements. The syllabi become the training documents for the Senior Reviewers who will train on evidence that CRs have been met using these samples.
these samples. AP CSP Practice Exam
This computer‐based practice exam will provide AP CSP teachers with one full exam’s worth of assessment items for classroom use/practice. C
Computer
t Science: Principles—Year 2/3 Teacher Support
S i
Pi i l
Y 2/3 T h S
t
AP Consultant Training
AP Course and Exam Description
One‐day AP workshop 5‐day AP Summer Institute
AP Course Audit Support
Online AP workshop p
The AP Program will solicit applications from the pilot instructors and others to serve in the capacity of College Board endorsed AP CSP consultants. These
serve in the capacity of College Board endorsed AP CSP consultants. These consultants will be responsible for developing and delivering the AP CSP workshops and Summer Institutes. The official AP CSP publication that will guide teachers and schools in their understanding of the course and exam. It includes the Curriculum Framework.
understanding of the course and exam. It includes the Curriculum Framework. This one‐day face‐to‐face training will provide a basic overview of the AP CSP course and exam expectations as well as an overview of successful instructional strategies for course delivery.
This five‐day face‐to‐face training will provide an overview of the AP CSP course and exam expectations as well as deep‐dive look into successful instructional strategies for course delivery that were developed during the pilot experience. All public‐facing AP course Audit materials: 4 annotated syllabi, syllabus development guide, example textbook list, etc. This online training will focus on effective instructional strategies for teaching the AP CSP course.