The CS10K Community and the STEM Learning and Research Center (STELAR) hosted a #cs10k #ce15 Broadening Participation in STEM Education Twitter chat on Monday, October 12 from 8-9pm ET. Our chat discussed how to go beyond the color lines and increase the number of ethnic and racial minorities in computer science.
Check out the storify below and feel free to join in on the conversation.
For more information on future CS10K events, please contact Melissa Rasberry via email at mrasberry@air.org or on Twitter @MelRasberry.
The CS10K Community and the STEM Learning and Research Center (STELAR) held a #cs10k #ce15 Broadening Participation in STEM Education Twitter chat on Monday, October 5 from 8-9pm ET. Our chat discussed how to bridge the gender gap and increase opportunities for women in computer science.
View the storify below and follow the #cs10k stream on Twitter to check out the conversation.
For more information on CS10K, please contact Melissa Rasberry via email at mrasberry@air.org or on Twitter @MelRasberry.
One hundred and forty urban and suburban girls in grades 9-12 in Juneau and Fairbanks, Alaska, explore geoscience, technology, and biology careers through hands-on experiences and mentoring during summer academies and Saturday programming.
48 teachers and more than 1,400 students in grades 4 and 5 will link computer modeling experiences with local investigations of St. Louis-area ecosystems. Students will use, modify, and then create original models related to their field studies.
72 STEM educators are trained to engage 1000 grade 5-8 students in structured computer science + mathematics education activites in 24 primarily rural Maine schools & community afterschool centers.
More than 200 students each year will complete a game-infused journey designed to help middle-school Latino students identify STEM passions, explore possible professions, pursue career pathways, and closing with planning futures.
48 Twin Cities' Career and Technical Education high school educators from diverse schools trained in gender equitable teaching strategies; 400 girls in non-traditionally females STEM career paths participate in an aligned identity-based research study.
In May 2015, seventeen ITEST projects presented videos in the 2015 National Science Foundation Teaching and Learning Video Showcase. Organized by TERC, the showcase contained 112 videos produced by NSF-funded projects associated with one of these resource centers: ARC, CADRE, CAISE, CIRCL, CS10K, MSPNet, and STELAR.
In this paper we lay out our strategy of our Scalable Game Design curriculum, which has been funded through a series of NSF (ITEST Strategy, CE21 Type II, and ITEST Scale Up) grants as well as the Google CS4HS program, and list some research questions relevant to bringing Computer Science education to middle schools.
End-user game design affords teachers a unique opportunity to integrate computational thinking concepts into their classrooms. However, it is not always apparent in game and simulation projects what computational thinking-related skills students have acquired. Computational Thinking Pattern Analysis (CTPA) enables teachers to visualize which of nine specific skills students have mastered in game design that can then be used to create simulations.
