TACSE May 2015
•Download as PPTX, PDF•
1 like•578 views
Presentation from the May 2015 meeting of the Texas Alliance for Computer Science Education (TACSE) with TEALS
Recommended
Recommended
More Related Content
What's hot
Similar to TACSE May 2015
Similar to TACSE May 2015 (20)
More from Hal Speed
More from Hal Speed (19)
Recently uploaded
Recently uploaded (20)
TACSE May 2015
- 1. May Meeting: TEALS 13 May 2015 @TACSEd
- 3. Agenda Announcements Texas High School Courses TEALS “Pass the Mic” 3
- 4. National ECEP Alliance TACSE selected to represent Texas in the Expanding Computing Education Pathways (ECEP) Alliance Includes state cohorts from: California, Georgia, Massachusetts, South Carolina, Indiana, Alabama, Puerto Rico, Utah and Maryland Provides access to other state organizations and computer science education experts to share best practices NSF provides grant funding to member organizations to promote computer science education in each state http://expandingcomputing.cs.umass.edu/ 4
- 5. Computer Science Legislative Update HB 3700 – Rep. Guerra Would establish a pilot project for participating districts to give 3rd math of science credit for computer science and increase the number of certified teachers Status: Testimony taken, scheduled for vote HB 3568 – Rep. Bohac Would create a Technology Applications allotment that would provide weighted funding for these courses Status: Testimony taken, fiscal note moved to HB 1759, scheduled for vote HB 3816 – Rep. Bohac Would provide funding for programs to certify more teachers for computer science as well as provide professional development for existing computer science teachers Status: Referred to Public Education 5 Source: Jennifer Bergland, TCEA
- 6. 6 Free online instruction to educators who are interested in learning more about Computer Science Principles Target audience is high school teachers Application deadline is May 22, 2015 Course begins June 1-6, 2015 (available, starting June 1st – all enrollees must begin course by June 6, 2015 Course ends July 24, 2015 A select group of Texas teachers who complete the MOOC will be eligible to attend face-to-face follow-up training in Austin on July 23-25, 2015 http://www.thetrc.org/csp4hs-summer-2015/ Computer Science Principles for High School (CSP4HS) Massive Open Online Course (MOOC)
- 7. 7 Bootstrap teaches students to program their own video games in an algebraic programming language, exposing them to key math concepts Curriculum has been presented as a one-month module, a weekly activity or an afterschool program Target audience is middle and high school teachers July 20-22, 2015 http://www.thetrc.org/bootstrap-summer-2015/ Bootstrap: Video game Programming with Algebra
- 8. Texas Teacher Certification: Computer Science 8-12 0 100 200 300 400 500 600 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015* Annual New Net Total 8 Source: https://secure.sbec.state.tx.us/Reports/prodrpts/rpt_edu_tchr_prod_counts.asp * Sept 2014-Apr 2015, all other years Sept-Aug
- 9. 9 Prep course for the Computer Science 8-12 Certification Exam in Austin Saturday, July 25, 2015 Additional detail and registration will be available by May 22, 2015 Teach CS – High School Teacher Certification Prep
- 10. 10 The TRC CS Network Blog is a resource for promoting all things computer science education related in Texas. All interested stakeholders including K-12 educators, administrators, parents, high tech professionals, business leaders, non-profit professionals, and policy experts can connect with the resources, professional development, and student opportunities highlighted in this blog. http://sites.utexas.edu/trccsblog/ TRC Computer Science Network Blog
- 11. TCEA Convention 1-5 February 2016 in Austin Deadline for presentation submissions 29 May 2015 http://www.tceaconvention.org/ Next TACSE meeting sponsored by TCEA at their office 3100 Alvin Devane Blvd, Bldg B, Austin Wednesday 10 June 2015 11
- 12. Texas High School Computer Science and TEALS 12
- 13. 74.3(b)(2)(I) Tech App Curriculum Requirement – every district must offer, and 74.3(b)(4) each student must have the opportunity to participate in the following: Computer Science I AP Computer Scienceor At least two (2) of the following: • Computer Science III • Digital Art and Animation • Digital Communications in the 21st Century • Digital Design and Media Production • Digital Forensics • Digital Video and Audio Design • Discrete Mathematics for Computer Science • Fundamentals of Computer Science • Game Programming and Design • Independent Study in Evolving/Emerging Technologies • Independent Study in Technology Applications • Mobile Application Development • Robotics Programming and Design • 3-D Modeling and Animation • Web Communications • Web Design • Web Game Development Computer Science II Texas Required High School Curriculum 13 Source: http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html
- 14. Two credits in computer programming languages selected from Computer Science I, II and III Texas High School Graduation Requirement 14 The provision relating to Computer Science I, II, and III in clause (ii) of this subparagraph applies to credits earned before September 1, 2016. Credits earned for Computer Science I, II, and III may not satisfy LOTE credit requirements on or after September 1, 2016, and may not be used to comply with this paragraph. The provision relating to Computer Science I, II, and III in clause (ii) of this subparagraph expires September 1, 2017 74.12(b)(5)(A)(ii) Foundation High School Program Languages other than English (LOTE) – two credits Source: http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074b.html
- 15. 74.13(f)(1)(A) STEM Endorsement Requirement – CTE Coherent sequence of four (4) or more CTE credits; at least two credits from the same career cluster CTE level I At least one (1) of the following: • Concepts of Engineering & Technology • Biotechnology • Advanced Biotechnology • Engineering Design & Presentation • Advanced Engineering Design & Presentation • Engineering Mathematics • Electronics • Advanced Electronics • Robotics & Automation • Principles of Technology • Scientific Research & Design • Engineering Design & Problem Solving • Practicum in STEM • Principles of Engineering • Digital Electronics CTE level II Advanced CTE level III (or above) Texas STEM Endorsement Requirement 15 Source: http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074b.html
- 16. 74.13(f)(1)(B) STEM Endorsement Requirement – Tech Apps (CS) Coherent sequence of four (4) credits from the following: • Fundamentals of Computer Science • Computer Science I • Computer Science II • Computer Science III • Digital Forensics • Discrete Mathematics for Computer Science • Game Programming and Design • Mobile Application Development • Robotics Programming and Design • Independent Study in Tech Apps • AP Computer Science • IB Computer Science, Standard Level • IB Computer Science, Higher Level Texas STEM Endorsement Requirement 16 Source: http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074b.html
- 17. TEALS: Two Levels of Computer Science/Programming for Texas Introductory Advanced Fundamental of CS CS I Computer Programming CS II* Advanced Computer Programming* AP CS A 17 *contact TEALS for more information
- 18. tealsk12.org
- 19. tealsk12.org - 200,000 400,000 600,000 800,000 1,000,000 1,200,000 1,400,000 1,600,000 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 Courtesy code.org Sources: BLS, NSF, Bay Area Council Economic Institute 400,000 computer science graduates 1,000,000 unfilled programming jobs $500 billion opportunity
- 20. tealsk12.org STUDENTS 2% 98% Computer Science Students All other math and science students JOBS 40% 60% Computing Jobs All other math and science jobs Courtesy code.org, Sources: College Board, Bureau of Labor Statistics, National Science
- 21. tealsk12.org Courtesy code.org Sources: National Science Foundation 0 10,000 20,000 30,000 40,000 50,000 60,000 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 Male Female
- 22. tealsk12.org 887504 459197 383788 289244 252673 242793 207466 178014 173597 152962 149587 140358 134691 128829 108554 46412 37327 22639 19202 17411 8669 6523 4698 2203 1942 0 100000 200000 300000 400000 500000 600000 700000 800000 900000 1000000
- 23. tealsk12.org
- 25. tealsk12.org
- 26. tealsk12.org
- 27. tealsk12.org
- 28. tealsk12.org
- 29. tealsk12.org
- 30. tealsk12.org
- 31. tealsk12.org Who inspired you to learn CS?
- 33. tealsk12.org Adapted for HS. 1 Semester course (run Fall and Spring). Survey course akin to Conceptual Physics. Block programming language. All grade levels with Geometry completion. UC A-G approved. Textbook: Blown to Bits
- 34. tealsk12.org
- 35. tealsk12.org
- 36. tealsk12.org
- 37. tealsk12.org
- 38. tealsk12.org
- 39. tealsk12.org
- 40. tealsk12.org
- 41. tealsk12.org
- 42. tealsk12.org
- 43. tealsk12.org
- 44. tealsk12.org Why do you want to teach CS?
- 45. tealsk12.org
- 46. tealsk12.org
- 47. tealsk12.org
- 48. tealsk12.org
- 49. tealsk12.org
- 50. tealsk12.org
- 51. tealsk12.org
- 52. tealsk12.org
- 53. tealsk12.org
- 54. tealsk12.org
- 55. tealsk12.org
- 57. EdTech Austin Wednesday 27 May at the Capital Factory (downtown) Debate on technology in the classroom, and The importance of learning digital literacy and computer science http://www.meetup.com/edtechaustin/ 57
- 58. PLTW Professional Development Introduction to Computer Science (ICS) 5-10 July 2015 $1200 Computer Science and Software Engineering (CSE) 5-17 July 2015 $2300 UT Tyler Houston Engineering Center 2811 Hayes Rd, Houston, TX http://texaspltw.org/professional-development/core-training 58
- 59. Thank you for attending! Next meeting Wednesday 10 June at TCEA 59
Editor's Notes
- Welcome to the TEALS volunteer info session for the 2015-16 school year where you can find out how to help a high school build and grow their CS program and keep your day job at the same time!
- According to the Bureau of Labor statistics, and the national science foundation, there will be a million unfilled job requiring a CS background before the decade is out. If they are not filled, it represents a $500 billion loss of opportunity in the US economy. That’s would be like 3% of annual GDP. This is not just a problem for the private sector, but think about areas like national defense, also has a severe shortage of Computer Scientists.
- Everyone can read pie charts, sadly this is not one of those hilarious meme charts. I will just let the huge discrepancy of college students in STEM, which in itself is an area where students are not choosing, to the % of STEM jobs after graduation that needs a CS background.
- Remember the dot com boom and bust when people were selling candy and pet food online? Remember Nelly’s Hot in Herre or Linkin Park, or Avril Lavigine? That actually had a detrimental effect on student choosing to major in CS all the way back in the early 2000s. (Not the music, but the dot com bust). It is finally recovering, but notice that while the overall numbers have been going up, the number of women graduating with CS hasn’t.
- Going back further in the pipeline, all the way from work force, to college, to all the way back to high school. This is a chart of the Advanced Placement exams taken in May of 2014. AP is essentially college level classes taken in high school, if you grew up in a country that had the queen on your money, this is sort of like the A-levels. It’s a pretty good indicator of the relative health of certain subjects in the K-12 school system, and the pipeline. Of the 4.2 million AP exams taken in 2014, less than 1% was for CS. 0.92 actually. We are nowhere near the other STEM subjects like Physics, Bio, stat. CS doing better than Latin, a dead language isn’t that big of a consolation prize. Why is that? Access. Less than 10% of high schools in the US teach CS. If you took AP CS when you were in high school, you were the 1%. The sad thing is that various studies suggest that if a student takes AP CS, they are 5X to 6X more likely to take CS in college, girls are 80% more likely to major in CS.
- And this isn’t just about having more CS majors everywhere. Having a high school level understanding of CS, much like econ, or government make us all better and informed citizens in a democracy that will need to elect leader to make big decisions on things like government surveillance, (whether you are pro or against government being able to read your email, you should understand the CS behind it. It’s not magic). Or Privacy, or AI, implications of big data, high frequency trading, digital crimes, and what whole mining of bit coins. How is that mined? Not with a pick axe. And whatever field the student goes into, the big ideas of CS permeates everything. Regardless of career they will need to understand how things work, and that comes from ideas in CS that they need to understand.
- There are 42 thousand high schools across the US, from sea to shining sea. 90% of them do not offer CS, That’s 16 million students, and 3.5 million seniors graduating every year without having the opportunity to take a CS class. It’s unacceptable in the US, but sadly it is reality. Things are changing though, 25 states in the union now recognize CS as a math or science credit. It was 9 back when TEALS started in 2009. Code.org, ACM, Microsoft have teamed up for affect these policy level changes. Tip O’Neal said all politics is local, and so is education. Just having a law passed doesn’t get you CS in the classroom just like that.
- Let’s take a look at just such a state. WA passed a law counting AP CS as math graduation credit last year. But of the 80k AP exams, only 1.3% were for CS. This is a state home to Microsoft, Amazon, and all the bay area companies are opening up satellite offices up here. Number of African American students is at 23, but a few years ago, it was 4. So yay for a 5X increase! Nowhere to go but up when number are that bad. National % for girls taking AP CS is ~20%. WA state is at 25% solely due to one amazing teacher at an all-girls school that runs 3 sections of AP CS.
- Now let’s take a look at the 8th largest economy in the world, and home of the governator. We are talking about less than 1% of AP is for CS. 1 in every 130 exams is for CS. So even if you are in a state that is well known for having a huge tech sector, doesn’t really mean kids in that state have access to CS education.
- Let’s take a look at a few more states. Big and small, all very similar numbers.
- Naturally the question after all these statistics is why aren’t there more CS classes and teachers? This is photo of the MIT EECS career fair. Think back to yours, do you remember seeing a school there? You can drive Camry to the fair as a company, and have a booth for 2 days, you don’t get to drive the Camry back. Schools simply do not have the recruiting resources as the tech sector. Remember when you can go to one of these and trade resumes for tshirts, and not have to do laundry for like the next 3 weeks? The huge industry demand for CS means that schools are unable to compete, and when a college grad graduates on average with a debt of $25k, the financial disparity makes that decision almost impossible. Without the ability to hire a teacher, schools don’t offer CS classes, and therefore no perceived demand, and it enters a vicious cycle. There a actually fewer high school CS classes than there were 10 years ago.
- Well, after 10 very depressing slides, let’s talk about how you can get involved. Let’s fix this thing. We are engineers after all and we roll up our sleeves and solve problems. TEALS works with schools that want to jump start and grow a CS program, but don’t have teachers with a CS background on staff. Software engineers team teach with a classroom teacher 1st period, and after 2 years the course is handed off to the classroom teacher to teach the entire day. This is the only way to build a sustainable CS program so that you leave a legacy there at the school. How cool is that to say, I built that school’s CS program. We will talk about the details in a little bit.
- Think back to when you first discovered CS, who inspired you. Was it a HS teacher, a buddy, a mentor, a CS prof? Light that light bulb in their head, help them take that leap of faith that recursion works. We want you to do the same for the next generation of Computer Scientists.
- Notice the difference between the kids learn CS down their own, having a teacher is huge. Especially as the content gets harder and gets closer to college level. And look, more girls take CS when it is in a classroom setting.
- We teach just 2 classes. Makes it simple path for everyone. Just like Bio, Bio AP, Chem, Chem AP. The first course we teach is from UC Berkeley. Their CS10 course is a general interest CS for non majors. We adapted it for high school students with UC Berkeley. It is 1 smester long, we run it back to back, so you teach a different class of students each semester. Think of it as conceptual physics level survey course for all the big ideas in CS. We use a graphical programming language that does away with syntax, so the student can concentrate on the big ideas in CS like OOP, searching, sorting, recursion. They get to build projects like Mario, Hangman, Galaga and so on. It’s fun introduction to the larger world of CS.
- The other course we teach is AP CS A based on University of Washington’s CSE142 and 143 course.. This is a college level CS course for CS majors. I’m sure you remember yours. It is in Java, and I think it is the hardest, yet rewarding AP course that a high school student can take. It is not as conceptually difficult as Calc or Physics, you don’t have to derive everything. You also don’t have to memorize a lot stuff like the Bio AP. But it does reward students who are persistent and are undaunted by not getting things right the first time. We’re not kidding about an hour of HW per night.
- From a teacher’s point of view, this is what happens when their principal tells them they are teaching CS. Let’s actually use French instead of CS for a moment here. Your principal want to have an AP French class, you don’t speak a word of French, maybe you’ve have French fries before or rode in a Peugot once. But your principal says hey, I will send to you the college board AP French training over the summer, it’s a week long! That’s enough right? Would you be able to teach AP French? This is what a lot of teachers are actually faced with. Now imagine, if the principal also said, I have 4 native French speakers, they will teach the class with you. You learn from them, then once you get the hang of French from these native French speakers, you will teach AP French on your own after a couple of years. No one can learn college level French in a week, and neither can anyone learn CS in a week. But we make it safe for the teacher and school to offer it. Take that very vital first step with them. This is why our teachers and schools love TEALS volunteers.
- TEALS is all about team teaching. A team of 3 to 4 volunteers work with an experienced classroom teacher. The volunteer team has 2 lead teachers, and 2 TAs. Each come in for 2 days a week. So 1 lead teacher and one TA will teach MTu, the other half of the team ThF. The lead teachers work with the classroom teacher for lesson and course planning, grading, prep, all the stuff that makes a class go. The TA role is more traditional college TA, assist in lab and help grading. Classes are early in the morning, 1st period, and done by around 915, so you have plenty of time to go to work and still be the first one there. The school sets aside a travel stipend of $1250 for each volunteer to cover gas, or public transit. Some volunteers do get speeding tickets, so goes to that too. You get a school ID and everything! The classroom teacher leads and coordinates the volunteer team, works towards content hand off. This is a 2 way street, volunteers learn how to be a high school teacher from a teacher, and teacher learns CS from software engineers.
- Sounds great! However… TEALS is a huge commitment. But it is also a huge problem. You are committing to 280 hours of your time over the next calendar year. The commitment is to the school, the classroom teacher, the students, and your follow volunteers on your team. 40 Hours over the summer (2-3 Saturday sessions). 20 hours HW and online sessions. We don’t just air drop software engineers directly into classrooms. 80 Hours of Teaching, 36 weeks in a school year, Twice a week. Another 80 hours for prep. 20 hours of training over the school year. Adds 60 hours to your commute
- With that big time commitment, who are we teaching?
- Another cool thing we do is that we teach the exact same courses to kids in schools in rural area. 46% of Schools in the US are considered in a rural or town setting. Those schools do not have a tech community nearby with volunteers, so volunteers in a big metro area can teach kids in rural schools through the magic of tele-conferencing. And we will send you, all expenses paid, to visit the school twice during the year. It is huge for kids in rural areas, it is one of THE most underserved section when it comes to CS in the US.
- This whole thing actually started in 2009 when I was a software engineer in Office 365, a local school found out I used to teach HS CS. I worked out a deal with them where I would come in and teach 1st period CS, then go to work. Before the semester was out, 4 more schools wanted the same. So I recruited a few friends, trained them. That’s the picture of the 0th cohort at Issauqah HS. Then the program grew out of control. We went from 1 to 4 to 13 to 35 high schools, and 100 volunteers. I realized I couldn’t do this just in my spare time anymore. I had my resignation letter done, sold my Porsche, and was going to do the nonprofit thing. I felt it was worth doing. My VP at the time heard about this and took me to see Satya, who was the President of Server Tools and Business back then. And he said that if you do this as a nonprofit, you will spend all of your time fundraising and have no time to concentrate on the program itself. So he proposed that Microsoft hosts and incubate the program as long as it is feasible, I don’t have to ask people for money, and just concentrate on the program. I just have to do ask for a budget. It’s the best of both worlds really What we do is so incredibly important to not just Microsoft but the entire tech community and country. The tech community has given so much to Microsoft, and it is about giving back to the tech community in a real meaningful way. To support a program that is for every engineer who cares about CS, no matter who signs your pay check. In fact, we teach Java in AP, and no MSFT technologies. It is awesome run a program that is so embraced and supported by the CS community at large this way.
- 4,000 AP CS == 4 WAs
- And you will have your own personal reason Leave a legacy, built a CS program. TEALS same as Doc without borders but for CS people like us
- 3 Years Taught summer camp 10% of kids in engineering / CS, a couple of MSFT college interns TEALS is my life’s work, join me for a year, or two. Designed, and run by engineers and educators for educators and engineers
- If you care about the state of CS education in this country, if you have a CS background, consider volunteering. Be one of the 600 volunteers for the upcoming school year. Doesn’t matter who signs your paycheck, CS matters.
- Leave a legacy at a school.