The WeTeach_CS Program at UT Austin’s Center for STEM Education will be accepting applications for Computer Science Collaboratives in Texas beginning December 7, 2016. Proposals are due January 9, 2017. This presentation gives potential applicants information about WeTeach_CS, the Collaborative program, and RFA process.
Presented at the CS4TX Statewide Meeting, October 19, 2016, in Houston, TX.
Presented by:
Carol Fletcher, Ph.D.
Deputy Director
Center for STEM Education
The University of Texas at Austin
This document provides information about various computer science education programs and opportunities in Texas, including:
- A 6-week online certification preparation course to help teachers pass the Texas computer science certification test.
- A $1,000 incentive program for educators who become certified through support from 100Kin10 and the Texas Education Agency.
- Upcoming workshops and summer programs on topics like Java programming, video game programming, and AP computer science to help teachers gain skills and earn continuing education credits.
- Advocacy efforts through organizations like WeTeach_CS and CS4TX to expand computer science education across Texas schools.
This document summarizes a presentation about priming the computer science pump by providing resources to establish robust CS programs. It discusses workforce trends showing a shortage of programmers and lack of CS exposure and enrollment. Charts show many open tech jobs in Austin being in CS and declining CS majors/AP enrollment. Barriers to CS education include lack of teachers and certifications. Recommendations include moving CS courses to CTE, expanding teacher training, offering engaging CS courses, and connecting schools to careers. The document promotes free online CS resources and curriculum from Code.org, UT Austin, TRC, and TEALS for teachers.
ITHAKA The Next Wave 2016: Charles Isbell - Online MS in Computer ScienceITHAKA
Georgia Tech is leading change in higher education through its online masters program in computer science. Charles Isbell, founding team member and professor in the program, shares details on the program - why is was launched, how it is going, and what they are learning as they expand access to higher education.
Comparing the Efficacy of Face to Face, MOOC and Hybrid Computer Science Teac...WeTeach_CS
Presentation on using MOOCs as part of a professional development program for K-12 Computer Science teachers. Presented to the Learning With MOOCs conference on October 6, 2016 at the University of Pennsylvania in Philadelphia.
Presentation and research by:
Carol L. Fletcher, Ph.D., The University of Texas at Austin
W. Wesley Monroe, The University of Texas at Austin
Jayce Warner, The University of Texas at Austin
Kristin Anthony, Planview
Why computer science in K-12 by Code.orgPeerasak C.
Computer science drives innovation throughout the US economy, but it remains marginalized throughout K-12 education.
Only 33 states allow students to count computer science courses toward high school graduation.
There are currently 517,393 open computing jobs nationwide.
Last year, only 42,969 computer science students graduated into the workforce.
______
"Summary of source data for Code.org infographics and stats
Computing occupations make up ⅔ of all projected new jobs in STEM fields
The source for these data comes from the Bureau of Labor Statistics Employment Projections (http://www.bls.gov/emp/tables.htm). The projection for new computing jobs is 548,200 from 2014-2024. Projections for all other STEM jobs combined is 288,400 over the same period.
When comparing Employment Projections data to Computer Science graduates, only STEM and computing jobs that require a bachelor’s degree are included (i.e., jobs that require associate’s degrees or less, master’s degrees, and doctoral degrees are not included in these projection summaries). In this case, the projection for new computing jobs that require a bachelor’s degree is 413,500, versus 165,600 in all other STEM fields combined. This is a 71:29 ratio of jobs in Computing versus the rest of STEM.
For STEM occupations, we use the SOC codes that the BLS defined as STEM in the “Science, Engineering, Mathematics, and Information Technology Domain” (http://www.bls.gov/soc/Attachment_A_STEM.pdf and http://www.bls.gov/soc/Attachment_B_STEM.pdf).
For computing occupations, we use all of the occupations listed under “Computer Occupations” SOC 15-1100, as well as additional individual codes in other categories that are clearly computer science occupations. Specific codes for both classifications are listed below. Note that these codes include occupations at all degree levels."
Devising EdTech Products for Dyslexic IndividualsWinston Lee
Winston Lee proposes an app called JustInMind to help dyslexic individuals learn computer science. The app would replace coding syntax with visualizations like emojis to avoid issues with spelling. An expert in dyslexia, Lisa Toft, provides feedback that color differentiation and text-to-speech may also help. A prototype demonstrates using emojis and animations to blueprint code without typing. While this approach could benefit visual learners, challenges include integrating with existing systems and preventing over-reliance on the app's interface. Further development and user testing is needed to realize the full potential of this educational tool.
Presented at the CS4TX Statewide Meeting, October 19, 2016, in Houston, TX.
Presented by:
Carol Fletcher, Ph.D.
Deputy Director
Center for STEM Education
The University of Texas at Austin
This document provides information about various computer science education programs and opportunities in Texas, including:
- A 6-week online certification preparation course to help teachers pass the Texas computer science certification test.
- A $1,000 incentive program for educators who become certified through support from 100Kin10 and the Texas Education Agency.
- Upcoming workshops and summer programs on topics like Java programming, video game programming, and AP computer science to help teachers gain skills and earn continuing education credits.
- Advocacy efforts through organizations like WeTeach_CS and CS4TX to expand computer science education across Texas schools.
This document summarizes a presentation about priming the computer science pump by providing resources to establish robust CS programs. It discusses workforce trends showing a shortage of programmers and lack of CS exposure and enrollment. Charts show many open tech jobs in Austin being in CS and declining CS majors/AP enrollment. Barriers to CS education include lack of teachers and certifications. Recommendations include moving CS courses to CTE, expanding teacher training, offering engaging CS courses, and connecting schools to careers. The document promotes free online CS resources and curriculum from Code.org, UT Austin, TRC, and TEALS for teachers.
ITHAKA The Next Wave 2016: Charles Isbell - Online MS in Computer ScienceITHAKA
Georgia Tech is leading change in higher education through its online masters program in computer science. Charles Isbell, founding team member and professor in the program, shares details on the program - why is was launched, how it is going, and what they are learning as they expand access to higher education.
Comparing the Efficacy of Face to Face, MOOC and Hybrid Computer Science Teac...WeTeach_CS
Presentation on using MOOCs as part of a professional development program for K-12 Computer Science teachers. Presented to the Learning With MOOCs conference on October 6, 2016 at the University of Pennsylvania in Philadelphia.
Presentation and research by:
Carol L. Fletcher, Ph.D., The University of Texas at Austin
W. Wesley Monroe, The University of Texas at Austin
Jayce Warner, The University of Texas at Austin
Kristin Anthony, Planview
Why computer science in K-12 by Code.orgPeerasak C.
Computer science drives innovation throughout the US economy, but it remains marginalized throughout K-12 education.
Only 33 states allow students to count computer science courses toward high school graduation.
There are currently 517,393 open computing jobs nationwide.
Last year, only 42,969 computer science students graduated into the workforce.
______
"Summary of source data for Code.org infographics and stats
Computing occupations make up ⅔ of all projected new jobs in STEM fields
The source for these data comes from the Bureau of Labor Statistics Employment Projections (http://www.bls.gov/emp/tables.htm). The projection for new computing jobs is 548,200 from 2014-2024. Projections for all other STEM jobs combined is 288,400 over the same period.
When comparing Employment Projections data to Computer Science graduates, only STEM and computing jobs that require a bachelor’s degree are included (i.e., jobs that require associate’s degrees or less, master’s degrees, and doctoral degrees are not included in these projection summaries). In this case, the projection for new computing jobs that require a bachelor’s degree is 413,500, versus 165,600 in all other STEM fields combined. This is a 71:29 ratio of jobs in Computing versus the rest of STEM.
For STEM occupations, we use the SOC codes that the BLS defined as STEM in the “Science, Engineering, Mathematics, and Information Technology Domain” (http://www.bls.gov/soc/Attachment_A_STEM.pdf and http://www.bls.gov/soc/Attachment_B_STEM.pdf).
For computing occupations, we use all of the occupations listed under “Computer Occupations” SOC 15-1100, as well as additional individual codes in other categories that are clearly computer science occupations. Specific codes for both classifications are listed below. Note that these codes include occupations at all degree levels."
Devising EdTech Products for Dyslexic IndividualsWinston Lee
Winston Lee proposes an app called JustInMind to help dyslexic individuals learn computer science. The app would replace coding syntax with visualizations like emojis to avoid issues with spelling. An expert in dyslexia, Lisa Toft, provides feedback that color differentiation and text-to-speech may also help. A prototype demonstrates using emojis and animations to blueprint code without typing. While this approach could benefit visual learners, challenges include integrating with existing systems and preventing over-reliance on the app's interface. Further development and user testing is needed to realize the full potential of this educational tool.
Preparing Your Students for the Innovation Economy with WeTeach_CS WeTeach_CS
The document discusses preparing students for careers in computer science and the innovation economy through the WeTeach_CS program. It notes that there will be 1 million more computing jobs than graduates by 2020 and that Texas had only 2,103 computer science graduates in 2014. WeTeach_CS provides training to Texas educators, with over 1,350 educators from 697 schools and districts participating. The program aims to increase the number of certified computer science teachers and offers online and in-person professional development courses.
This document summarizes information presented at a conference on computer science (CS) education in Texas. It discusses:
- The growing demand for CS jobs and lack of graduates to fill them.
- Efforts in Texas to expand CS education, including requiring all high schools to offer CS courses and certifying more teachers.
- Goals of the WeTeach_CS program to increase the number of schools offering CS, student enrollment in CS courses, and participation of underrepresented groups.
- Recommended CS course pathways and upcoming trainings to support CS education.
This document discusses the importance of expanding computer science education in K-12 schools. It provides an overview of recent funding and initiatives at the federal and state level to support computer science education. It also discusses trends showing a shift toward jobs requiring digital skills and the need for more students to learn computer science. The document outlines Texas' computer science curriculum framework and course requirements. It proposes sample high school computer science pathways and provides examples of course sequences from Leander ISD. It concludes by advertising professional development opportunities for teachers through the WeTeachCS program.
CS Education in Texas ISDs: Partnerships for SuccessWeTeach_CS
Presentation by Carol Fletcher, Deputy Director of the The University of Texas at Austin Center for STEM Education, and Pauline Dow, Deputy Superintendent San Antonio ISD.
Presented to TASA/TASB conference, Dallas, TX, October 2017.
This document summarizes Carol Fletcher's presentation on building a K-12 computer science pipeline in Texas. The presentation discusses what computer science is, why it is important, the current state of CS education in Texas, and strategies for growing K-12 CS programs. It provides data on the lack of CS teachers in Texas and efforts through the WeTeachCS program to increase teacher certification. The presentation outlines a proposed pathway for K-12 CS courses and identifies upcoming trainings and opportunities.
TI Leadership Summit – WeTeach_CS and you can too!WeTeach_CS
Presentation by Carol Fletcher, Deputy Director of the The University of Texas at Austin Center for STEM Education, to the TI Leadership Summit held by Texas Instruments.
Fall 2017
This document provides an overview of computer science (CS) education in Texas. It discusses what CS is, why it is important, and the current state of CS education in the state. Key points include that CS leads to economic opportunity and is foundational for all students. It also notes the lack of CS teachers in Texas and initiatives through WeTeach_CS to increase CS teacher certification. The document outlines recommendations for building a K-12 CS program and curriculum pathway. It promotes CS Discoveries and AP Computer Science courses and provides associated PEIMS numbers.
This document provides an overview of computer science (CS) education in Texas. It discusses what CS is, why it is important, and the current state of CS education in the state. Key points include that CS leads to economic opportunity and is foundational for all students. However, few Texas high schools offer CS courses and there is a lack of certified CS teachers. The WeTeach_CS program aims to address this by training more teachers and increasing access to introductory CS courses like CS Discoveries and AP Computer Science Principles. The document outlines pathways for growing local CS programs and increasing participation of underrepresented groups.
Texas is a national leader in K-12 computer science education. It requires all high schools to offer computer science courses, and counts computer science courses towards graduation requirements like mathematics and foreign language credits. However, there is a lack of computer science teachers in Texas, with only 23 individuals completing a teaching program for computer science certification in 2017. Various programs exist to help address this shortage, such as workshops to certify existing teachers in computer science and funding for computer science teacher training.
Keynote Address, Expanding Horizons 2012, Macquarie University
http://staff.mq.edu.au/teaching/workshops_programs/expanding_horizons
"Learning Analytics": unprecedented data sets and live data streams about learners, with computational power to help make sense of it all, and new breeds of staff who can talk predictive models, pedagogy and ethics. This means rather different things to different people: unprecedented opportunity to study, benchmark and improve educational practice, at scales from countries and institutions, to departments, individual teachers and learners. "Benchmarking" may trigger dystopic visions of dumbed down proxies for 'real teaching and learning', but an emu response is no good. For educational institutions, our calling is to raise the quality of debate, shape external and internal policy, and engage with the companies and open communities developing the future infrastructure. How we deploy these new tools rests critically on assessment regimes, what can be logged and measured with integrity, and what we think it means to deliver education that equips citizens for a complex, uncertain world.
2021_01_15 «Adaptation, Adoption and Learning Analytics Pilots in Latin Ameri...eMadrid network
The document summarizes the Learning Analytics in Latin America (LALA) project, which aimed to improve higher education in Latin America by developing local capacity for learning analytics tools. The LALA framework helped 8 institutions in Latin America select, adapt, and implement different learning analytics tools based on their needs and contexts. Over 22,000 students and 900 teachers participated in pilots of tools for counseling, dropout prediction, and self-regulated learning. The pilots demonstrated the effectiveness and usefulness of the tools, and provided lessons for stakeholders on adoption of learning analytics.
Presentacion "Plan Ceibal on the Big Data runway" (Cecilia Marconi, Fundación...@cristobalcobo
Pattern Recognition Letters aims at rapid publication of concise articles of a broad interest in pattern recognition. Subject areas include all the current fields of interest represented by the Technical Committees of the International Association of Pattern Recognition, and other developing themes involving learning and recognition.
http://www.fundacionceibal.edu.uy/
This document describes research on using machine learning to predict student dropouts in online learning environments. It presents a new deep learning model called GRU-AE that is designed to handle the challenges of predicting dropouts in e-degree programs, which have longer student trajectories with potential gaps in activity. The GRU-AE model uses autoencoders to mitigate sparse and irregular student activity data, and gated recurrent units to learn relationships between activities over time. An experiment on real e-degree data found that GRU-AE improved prediction accuracy over other methods, especially for the longer sequences and sparser data that occur in e-degrees.
Learning Analytics (or: The Data Tsunami Hits Higher Education)Simon Buckingham Shum
Keynote Address to The Impact of Higher Education: Addressing the Challenges of the 21st CenturyEuropean Association for Institutional Research (EAIR) 35th Annual Forum 2013, Erasmus University, Rotterdam, the Netherlands, 28-31 August 2013. http://www.eair.nl/forum/rotterdam
Instructional Design in Higher Education. A report on the role, workflow, and...eraser Juan José Calderón
Instructional Design in Higher Education. APRIL 2016
A report on the role, workflow, and experience of instructional designers.
Introducción
Learning — to some it is the sound of chalk on blackboards,
the search through stacks of scribbled notes, and backpacks
full of heavy textbooks. For others with a less traditional
lens, learning is the summoning of professors with a click
of a mouse, assignments no longer living on paper, but in a
cloud, and the ‘classroom’ being everywhere. Education has
changed considerably in recent years and we don’t expect it
to slow down anytime soon.
Because of the advancement of technology, institutions
are able to reach more students than ever with the help of
quality and accessible online courses. ‘eLearning’, ‘distance
education’, ‘blended learning’, ‘online campuses,’ and other
related programs have grown more prominent in higher
education institutions. According to NCES data, there were
5.5 million students enrolled in distance education courses at
degree-granting postsecondary institutions in fall of 2013.
Will Learning Analytics Transform Higher Education?Abelardo Pardo
The document discusses how learning analytics may transform higher education. It outlines the key elements of learning analytics including actors like ICT units and learning & teaching units, as well as culture. It also presents scenarios for how learning analytics could be applied, such as generating weekly student engagement reports or using analytics to remodel degree programs. The adoption of learning analytics faces challenges like integrating stakeholders, data sources, analysis techniques, and actions, while also driving cultural change across institutions.
This webinar covered Jisc's Digital Experience Insights service, which conducts surveys of students and staff to understand their digital experiences and identify areas for improvement. The webinar agenda included introductions, an overview of the service, guidance on setting up an institutional insights project, tips for getting started with the surveys, and announcements of new developments. Representatives from the Digital Experience Insights team were on hand to answer any questions about using the service.
Building a Computer Science Pipeline in Your DistrictWeTeach_CS
Provide attendees with the resources, data and connections needed to establish and sustain a robust CS program in their school district. Expose participants to numerous no-to-low cost options for accessing curriculum and professional development related to CS.
This document outlines computer science education initiatives and requirements in Texas. It discusses $4 billion in federal funding for expanding K-12 computer science education. It also outlines Texas' computer science curriculum requirements for high schools, including course pathways and endorsements. The document proposes sample course sequences and shares challenges faced by Georgetown ISD in implementing their computer science program. Finally, it provides an overview of the WeTeachCS professional development opportunities available statewide for computer science teachers.
Preparing Your Students for the Innovation Economy with WeTeach_CS WeTeach_CS
The document discusses preparing students for careers in computer science and the innovation economy through the WeTeach_CS program. It notes that there will be 1 million more computing jobs than graduates by 2020 and that Texas had only 2,103 computer science graduates in 2014. WeTeach_CS provides training to Texas educators, with over 1,350 educators from 697 schools and districts participating. The program aims to increase the number of certified computer science teachers and offers online and in-person professional development courses.
This document summarizes information presented at a conference on computer science (CS) education in Texas. It discusses:
- The growing demand for CS jobs and lack of graduates to fill them.
- Efforts in Texas to expand CS education, including requiring all high schools to offer CS courses and certifying more teachers.
- Goals of the WeTeach_CS program to increase the number of schools offering CS, student enrollment in CS courses, and participation of underrepresented groups.
- Recommended CS course pathways and upcoming trainings to support CS education.
This document discusses the importance of expanding computer science education in K-12 schools. It provides an overview of recent funding and initiatives at the federal and state level to support computer science education. It also discusses trends showing a shift toward jobs requiring digital skills and the need for more students to learn computer science. The document outlines Texas' computer science curriculum framework and course requirements. It proposes sample high school computer science pathways and provides examples of course sequences from Leander ISD. It concludes by advertising professional development opportunities for teachers through the WeTeachCS program.
CS Education in Texas ISDs: Partnerships for SuccessWeTeach_CS
Presentation by Carol Fletcher, Deputy Director of the The University of Texas at Austin Center for STEM Education, and Pauline Dow, Deputy Superintendent San Antonio ISD.
Presented to TASA/TASB conference, Dallas, TX, October 2017.
This document summarizes Carol Fletcher's presentation on building a K-12 computer science pipeline in Texas. The presentation discusses what computer science is, why it is important, the current state of CS education in Texas, and strategies for growing K-12 CS programs. It provides data on the lack of CS teachers in Texas and efforts through the WeTeachCS program to increase teacher certification. The presentation outlines a proposed pathway for K-12 CS courses and identifies upcoming trainings and opportunities.
TI Leadership Summit – WeTeach_CS and you can too!WeTeach_CS
Presentation by Carol Fletcher, Deputy Director of the The University of Texas at Austin Center for STEM Education, to the TI Leadership Summit held by Texas Instruments.
Fall 2017
This document provides an overview of computer science (CS) education in Texas. It discusses what CS is, why it is important, and the current state of CS education in the state. Key points include that CS leads to economic opportunity and is foundational for all students. It also notes the lack of CS teachers in Texas and initiatives through WeTeach_CS to increase CS teacher certification. The document outlines recommendations for building a K-12 CS program and curriculum pathway. It promotes CS Discoveries and AP Computer Science courses and provides associated PEIMS numbers.
This document provides an overview of computer science (CS) education in Texas. It discusses what CS is, why it is important, and the current state of CS education in the state. Key points include that CS leads to economic opportunity and is foundational for all students. However, few Texas high schools offer CS courses and there is a lack of certified CS teachers. The WeTeach_CS program aims to address this by training more teachers and increasing access to introductory CS courses like CS Discoveries and AP Computer Science Principles. The document outlines pathways for growing local CS programs and increasing participation of underrepresented groups.
Texas is a national leader in K-12 computer science education. It requires all high schools to offer computer science courses, and counts computer science courses towards graduation requirements like mathematics and foreign language credits. However, there is a lack of computer science teachers in Texas, with only 23 individuals completing a teaching program for computer science certification in 2017. Various programs exist to help address this shortage, such as workshops to certify existing teachers in computer science and funding for computer science teacher training.
Keynote Address, Expanding Horizons 2012, Macquarie University
http://staff.mq.edu.au/teaching/workshops_programs/expanding_horizons
"Learning Analytics": unprecedented data sets and live data streams about learners, with computational power to help make sense of it all, and new breeds of staff who can talk predictive models, pedagogy and ethics. This means rather different things to different people: unprecedented opportunity to study, benchmark and improve educational practice, at scales from countries and institutions, to departments, individual teachers and learners. "Benchmarking" may trigger dystopic visions of dumbed down proxies for 'real teaching and learning', but an emu response is no good. For educational institutions, our calling is to raise the quality of debate, shape external and internal policy, and engage with the companies and open communities developing the future infrastructure. How we deploy these new tools rests critically on assessment regimes, what can be logged and measured with integrity, and what we think it means to deliver education that equips citizens for a complex, uncertain world.
2021_01_15 «Adaptation, Adoption and Learning Analytics Pilots in Latin Ameri...eMadrid network
The document summarizes the Learning Analytics in Latin America (LALA) project, which aimed to improve higher education in Latin America by developing local capacity for learning analytics tools. The LALA framework helped 8 institutions in Latin America select, adapt, and implement different learning analytics tools based on their needs and contexts. Over 22,000 students and 900 teachers participated in pilots of tools for counseling, dropout prediction, and self-regulated learning. The pilots demonstrated the effectiveness and usefulness of the tools, and provided lessons for stakeholders on adoption of learning analytics.
Presentacion "Plan Ceibal on the Big Data runway" (Cecilia Marconi, Fundación...@cristobalcobo
Pattern Recognition Letters aims at rapid publication of concise articles of a broad interest in pattern recognition. Subject areas include all the current fields of interest represented by the Technical Committees of the International Association of Pattern Recognition, and other developing themes involving learning and recognition.
http://www.fundacionceibal.edu.uy/
This document describes research on using machine learning to predict student dropouts in online learning environments. It presents a new deep learning model called GRU-AE that is designed to handle the challenges of predicting dropouts in e-degree programs, which have longer student trajectories with potential gaps in activity. The GRU-AE model uses autoencoders to mitigate sparse and irregular student activity data, and gated recurrent units to learn relationships between activities over time. An experiment on real e-degree data found that GRU-AE improved prediction accuracy over other methods, especially for the longer sequences and sparser data that occur in e-degrees.
Learning Analytics (or: The Data Tsunami Hits Higher Education)Simon Buckingham Shum
Keynote Address to The Impact of Higher Education: Addressing the Challenges of the 21st CenturyEuropean Association for Institutional Research (EAIR) 35th Annual Forum 2013, Erasmus University, Rotterdam, the Netherlands, 28-31 August 2013. http://www.eair.nl/forum/rotterdam
Instructional Design in Higher Education. A report on the role, workflow, and...eraser Juan José Calderón
Instructional Design in Higher Education. APRIL 2016
A report on the role, workflow, and experience of instructional designers.
Introducción
Learning — to some it is the sound of chalk on blackboards,
the search through stacks of scribbled notes, and backpacks
full of heavy textbooks. For others with a less traditional
lens, learning is the summoning of professors with a click
of a mouse, assignments no longer living on paper, but in a
cloud, and the ‘classroom’ being everywhere. Education has
changed considerably in recent years and we don’t expect it
to slow down anytime soon.
Because of the advancement of technology, institutions
are able to reach more students than ever with the help of
quality and accessible online courses. ‘eLearning’, ‘distance
education’, ‘blended learning’, ‘online campuses,’ and other
related programs have grown more prominent in higher
education institutions. According to NCES data, there were
5.5 million students enrolled in distance education courses at
degree-granting postsecondary institutions in fall of 2013.
Will Learning Analytics Transform Higher Education?Abelardo Pardo
The document discusses how learning analytics may transform higher education. It outlines the key elements of learning analytics including actors like ICT units and learning & teaching units, as well as culture. It also presents scenarios for how learning analytics could be applied, such as generating weekly student engagement reports or using analytics to remodel degree programs. The adoption of learning analytics faces challenges like integrating stakeholders, data sources, analysis techniques, and actions, while also driving cultural change across institutions.
This webinar covered Jisc's Digital Experience Insights service, which conducts surveys of students and staff to understand their digital experiences and identify areas for improvement. The webinar agenda included introductions, an overview of the service, guidance on setting up an institutional insights project, tips for getting started with the surveys, and announcements of new developments. Representatives from the Digital Experience Insights team were on hand to answer any questions about using the service.
Building a Computer Science Pipeline in Your DistrictWeTeach_CS
Provide attendees with the resources, data and connections needed to establish and sustain a robust CS program in their school district. Expose participants to numerous no-to-low cost options for accessing curriculum and professional development related to CS.
This document outlines computer science education initiatives and requirements in Texas. It discusses $4 billion in federal funding for expanding K-12 computer science education. It also outlines Texas' computer science curriculum requirements for high schools, including course pathways and endorsements. The document proposes sample course sequences and shares challenges faced by Georgetown ISD in implementing their computer science program. Finally, it provides an overview of the WeTeachCS professional development opportunities available statewide for computer science teachers.
Building the Texas Computer Science Pipeline - Strategic Recommendations for ...WeTeach_CS
This white paper outlines the barriers to the development of a robust CS pipeline in Texas schools and offers concrete, achievable recommendations to improve both access to, and the quality of, computer science education for Texas students.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help alleviate symptoms of mental illness and boost overall mental well-being.
Building a Computer Science Pathway for EndorsementsWeTeach_CS
A presentation by Hal Speed of TACSE and Carol Fletcher of the University of Texas Center for STEM Education at the T-STEM meeting in January 2016. A presentation on multiple pathways for offering Computer Science endorsements in Texas high schools.
Building the Texas Computer Science Pipeline, Carol L. Fletcher, Ph.D.Hal Speed
Building the Texas Computer Science Pipeline whitepaper written by Carol Fletcher, Ph.D. and referenced in Enlightening High School Computer Science at TCEA 2015
The document summarizes the January 10, 2017 webinar of the CS4TX organization. It includes reports on advocacy efforts to promote computer science education legislation in the Texas legislature. It outlines outreach activities including a CS fair at SXSWedu and conferences where CS4TX will have a presence. It also summarizes teacher professional development efforts including an online course to prepare teachers for CS certification and mini-conferences on the AP Computer Science Principles course.
WeTeach_CS and You Can Too! / Texas STEM Conference Jan. 2019WeTeach_CS
The document summarizes the WeTeach_CS program which aims to increase access to computer science education in Texas high schools. It discusses how WeTeach_CS has helped increase the number of computer science teachers certified in Texas from 19 in 2011-2012 to over 498 currently. It also shows how the program has helped boost the number of high school students taking computer science courses from around 10,000 in 2011-2012 to over 60,000 currently, including greater participation from underrepresented groups. The document provides information on resources available through WeTeach_CS, such as curriculum, professional development courses, and a upcoming summit, to help more schools develop strong computer science programs.
This document summarizes a presentation about computer science (CS) education in Texas. It discusses how there is a lack of CS graduates and teachers in Texas compared to the demand for CS jobs. Fewer students, especially women and minorities, are graduating with CS degrees or taking AP CS classes. The WeTeach_CS program aims to address this by training over 1,300 Texas educators in CS through online courses and workshops. It provides a certification incentive program and is working with regional collaboratives across the state to expand CS education opportunities for K-12 students in Texas.
WeTeach_CS provided training to over 1,350 Texas educators representing 697 schools and districts to teach computer science concepts. They engaged stakeholders to understand barriers and developed strategies like hybrid online/in-person courses and a certification incentive program. Over 200 educators have become certified to teach computer science courses. WeTeach_CS is expanding their course offerings and leveraging existing networks to spread effective computer science teaching practices.
WeTeach_CS: Strategies for Scale (100Kin10)WeTeach_CS
This document outlines strategies for scaling computer science (CS) teacher training in K-12 schools. It notes that in 2014-15, only 14 individuals completed CS teacher certification in Texas, and only 2% of Texas graduates took a CS course in high school. It then describes WeTeachCS.org, a resource that connects educators to CS professional development opportunities. The rest of the document details an 11-point plan to expand CS teacher training, including defining goals, leveraging existing networks, designing hybrid training models, rewarding teachers, and measuring early success to encourage further growth.
CTF Discussion: System Incentives and RewardsMSCSA
This document provides information about the Charting the Future initiative to redesign Minnesota State Colleges and Universities (MnSCU). It discusses the implementation teams that are addressing how to strengthen colleges and universities across Minnesota. The teams are campus-led and focus on areas like student success, incentives and rewards, and administrative coordination. Feedback sessions called Gallery Walks will be held at campuses in October and November to gather input on the teams' initial concepts.
The document provides an update on the LSU Student Systems Modernization Project. Key activities in Fall 2018 include reviewing and updating student system requirements, holding working sessions to discuss complex multi-institutional scenarios across the student lifecycle, and preparing to demonstrate these scenarios using a prototype Alma Mater University tenant in Workday. The project aims to decommission the outdated LSU A&M mainframe system and implement Workday Student in a phased approach starting with LSUE in 2020 and the other campuses in 2021.
The document outlines Riverside Unified School District's technology plan to qualify for E-Rate discounts on telecommunication services, internet access, and internal connections for schools and libraries. The plan's goals are to support students and teachers with technology that enhances learning, and provide infrastructure like devices, broadband access, and online resources. It details curriculum, professional development, infrastructure, funding, and evaluation goals to guide the district's technology integration over multiple years.
Bringing it On-line! An Innovative Framework for Building Capacity for Texas ...Visage Collaborative, Inc.
Edvance Research, Inc., a Texas Education Agency partner, will share an online delivery framework for providing technical assistance and professional development to Texas 21st Century Community Learning Center afterschool staff. This framework includes an online community component and strategy that is creating a shift in participant attitudes towards online learning.
This document provides information about upcoming computer science professional development opportunities through the WeTeach_CS initiative. It summarizes recent events, announces upcoming events in summer 2018 for computer science certification preparation and teaching strategies, and describes new computer science curriculum and online resources available for Texas teachers. The document aims to support and encourage teachers to gain computer science certification and effectively teach computer science courses.
The document discusses the STaR Chart, which is used in Texas schools to measure progress in four key areas of technology integration: Teaching and Learning, Educator Preparation and Development, Leadership/Administration, and Infrastructure. The STaR Chart helps teachers meet state technology standards and document progress under No Child Left Behind. Texas teachers complete an annual online STaR Chart survey to track their progress in integrating technology into teaching and to provide data to school and state leaders. Data from the past three years at one high school (HHS) shows slow but steady progress across the domains, mirroring statewide trends, with an advantage in technology infrastructure but a need to leverage that to drive instructional growth.
The document discusses the Workforce Innovation and Opportunity Act (WIOA) and how it relates to Career and Technical Education (CTE). Some key points:
- State plans under WIOA must include the Carl D. Perkins Act and address career pathways.
- CTE programs should align with labor market data, work with workforce boards on career pathways, and consider aligning Perkins measures with WIOA measures.
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Presentation by Carol Fletcher, Deputy Director of the The University of Texas at Austin Center for STEM Education, to the TASA/TASB conference in Dallas TX during October 2017.
The document outlines an agenda to discuss the STaR Chart, a teacher self-assessment tool aligned with Texas' long-range technology plan. It aims to ensure students are technology literate by 8th grade and teachers are technology proficient. The agenda includes reviewing statewide and local campus STaR Chart results, technology standards for teachers, and available resources like websites providing educational technology information and support.
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🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
1. 1
WeTeach_CS Computer Science
Collaboratives Pre-Applicant Meeting
Carol Fletcher, Ph.D., Deputy Director
Amy Werst, Manager, Programmatic Operations
Center for STEM Education ● The University of Texas at Austin
Wednesday, November 30, 2016 ● 1:00-3:00 p.m.
2. 2
WeTeach_CS Team
Carol Fletcher, Ph.D.
Deputy Director, Center for STEM Education
Amy Werst
Manager, Programmatic Operations
Jeff Early
Manager, Business Operations & HR
Karl Hereim
Data Systems Administrator
Stephen Gray
Communications & IT Administrator
Wesley Monroe
CS Technical Project Manager
John Owen
CS PD Specialist
Garner Vincent
Data Systems Administrator
Carol Ramsey
Graduate Research Assistant, CS
Jayce Warner
Graduate Research Assistant, Evaluation
3. 3
Only 2% of
TX graduates
take a CS
course
Computer Science Facts
Only 14 teachers
completed a pre-service
teacher certification
program in CS in
2014-15.
Only 27% of
TX high
schools
even offer a
CS course
5. 5
WeTeach_CS Accomplishments
is a program of
The University of Texas at Austin’s
Center for STEM Education, a research,
teaching, and service unit of the College
of Education.
The following accomplishments are from
September 1, 2015, through August 31, 2016,
if not otherwise specified.
6. 6
Accomplishment #1
in computer science, computational thinking,
coding, and programming.
Provided 24,010 contact hours of
training to 1,352 Texas educators
representing 697
schools
339 public, private, and
charter school districts
&
7. 7
Accomplishment #2
to complete CS
certification in
Texas
Supported 104
in-service
teachers
as compared to 14 pre-service teachers
who obtained a CS certification during
the same time frame in 2014-15.
8. 8
Accomplishment #3
Developed and deployed
a free, six-week, online
course to support Texas
educators seeking
Grades 8-12 Computer
Science certification.
Course was developed with funding from:
Piloted course in summer
of 2016 with the goal of
enrolling 200 teachers.
Full enrollment was 744,
with 255 educators
completing all course
assignments with at least
80% mastery.
10. 10
Accomplishment #5
with representatives fromOrganized first
CS Principles
Mini-Conference
-------------------------------------------------------------------
February 24-25, 2016
http://www.thetrc.org/cs-principles-mini-conference
which provided
training to
45 Texas educators.
11. 11
Accomplishment #6
and connecting Texas
educators with state and
national leaders /
resources to teach CS and
computational thinking.
http://www.thetrc.org/weteach_cs-summit-2016
Organized inaugural
WeTeach_CS Summit
---------------------------------------------------------------------------------------------
June 7-9, 2016
providing professional
development to over 200
educators, K-12, focused
on building the CS
Education Community,
12. 12
Accomplishment #7
NSF’s Expanding
Computing Education
Pathways (ECEP) Alliance
Organized statewide
meet-up for CS
Education advocates
http://www.thetrc.org/statewide-cs-effort
in conjunction with
Texas Alliance for Computer
Science Education (TACSE),
which is now CS4TX
Partnered with
15. 15
Accomplishment #10
in partnership with
Awarded first two
CS Change Maker
awards to Texas high
school CS teachers
Awarded first two
CS Mini-grants to
elementary and middle
schools teachers
17. 17
Accomplishment #12
Coordinated the
first CS professional
development strand for
the CAMT conference
----------------------------------------------------------------------------------------------------------
Summer 2016
reaching approximately
200 Texas math educators
19. 19
Goals
Target teacher audience
Number of teachers served
Teacher participation in a minimum of 60 contact
hours
Primary professional development delivered to
teachers
Program Overview (1)
20. 20
Role of the Computer Science professor
District and campus administrator
involvement and communication
Teacher recruitment
Needs assessments
Evaluation of effectiveness
Involvement of business, industry, and/or non-profits
Program Overview (2)
21. 21
Each Collaborative must serve a minimum of 10 teachers.
Teachers must have a professional development plan to earn at
least 60 hours of Computer Science Training.
Collaboratives must have a plan to offer at least 60 hours of CS
PD. This can be a combination of online and F2F and may
include WTCS statewide training and events such as the CS
Summit, AP CS Principles Mini-conference, or WTCS cert prep
online or F2F workshops.
Requirements (1)
22. 22
Collaboratives will pay for their teachers registration,
transportation, and lodging to trainings and events.
A minimum of 5 teachers must actively pursue a CS 8-12
certification
A minimum of 5 teachers must attend the WeTeach_CS Summit
All teachers served must be documented in the TRC DataCenter
Requirements (2)
23. 23
A Project Director (or designated representative) from each
Collaborative must attend one Project Director webinar
(February 2017) and one F2F Computer Science Project
Director's Meeting (May 2017)
A Computer Science professor must be part of the instructional
team. They do not have to be exclusively responsible for
providing professional development but must collaborate with
instructional specialists or attend PD provided as a disciplinary
specialist.
Requirements (3)
24. 24
Must include:
1. a computer science faculty member of an institution of
higher education; and
2. a high-need local educational agency
Eligible Partnerships (1)
25. 25
May also include:
• another computer science, engineering, mathematics, science, or
teacher training department of an institution of higher education;
• additional local educational agencies, public charter schools, public
or private elementary schools or secondary schools, or a
consortium of such schools;
• a business; or
• a nonprofit or for-profit organization of demonstrated
effectiveness in improving the quality of mathematics and science
teachers.
Eligible Partnerships (2)
26. 26
• Foundations of CS for Teachers ➢ Jan 16-Mar 10 (36 contact hours)
• Keep Calm & Java On – application closes Dec 9th! ➢ Feb 27-Apr 28
(44 total contact hours for Java Fundamentals (32) and Java
Programming (12))
• Keep Calm & Java On ➢ Summer 2017 (44 total)
More TBA! Subscribe to the WeTeach_CS Blog for updates!!
http://www.weteachcs.org/blog/
WeTeach_CS Event Calendar Online
27. 27
• Computer Science Principles Mini-Conference ➢ Feb 20-21 ■ Austin
(12 contact hours)
• WeTeach_CS Certification Prep (12 contact hours)
– Houston ISD ➢ Jan 23-24 ■ Houston
– Rice University ➢ Mar 13-14 ■ Houston
– ESC 14 ➢ (TBA) ■ Abilene
• WeTeach_CS Summit ➢ Jun 5-7 ■ Austin (18 contact hours)
• WeTeach_CS Deep Dives ➢ Jun 8-9 ■ Austin (8-10 contact hours)
• Logo Summer Institute ➢ Jul 24-27 ■ Pflugerville (24 contact hours)
WeTeach_CS Event Calendar Face-To-Face
28. 28
Many more F2F CS events TBA!
Subscribe to the WeTeach_CS Blog for updates!!
http://www.weteachcs.org/blog/
Face-to-face and online trainings offered and/or
sponsored by WeTeach_CS
http://www.weteachcs.org/events-2016-17/
WeTeach_CS Event Calendar Face-To-Face
29. 29
Code.org - https://code.org/educate
Tynker - https://www.tynker.com/parents/
Harvey Mudd College MOOCs - https://www.edx.org/school/harveymuddx
MIT App Inventor - http://appinventor.mit.edu/explore/
Beauty and Joy of Computing - http://bjc.berkeley.edu
UTeach CS Principles - https://cs.uteach.utexas.edu
Code HS - https://codehs.com
Online Computer Science Workshops/Resources
30. 30
Minimum award = $50,000
Maximum award = $100,000
Total budget should reflect an estimated $5,000 per teacher served
– This is meant to be a guide for calculating a total project
budget, not an actual figure for per-teacher expenditure
– Examples:
• Project A serves 10 teachers = $50,000
• Project B serves 20 teachers = $100,000
Budget Guidelines (1)
31. 31
Allowable use of funds include, but are not limited to:
– Payroll commensurate with time & effort expended on the
grant
– Trainings and meetings
– Substitute pay
– Consultants
– Travel (employee and teacher)
– Stipends
Budget Guidelines (2)
32. 32
All expenditures must be pertinent to and appropriate
for the objectives and activities stated. Refer to the Texas
Education Agency’s Grants Management Resources at
http://tea.texas.gov/grants/gmresources/ for a complete list of
Cost Principles and Allowable Costs.
Unallowable costs include, but are not limited to, costs that
are not reasonable and necessary to meet the objectives of
the grant, including direct-to-student services.
Budget Guidelines (3)
33. 33
Funding is contingent upon meeting all state requirements, including
demonstrating satisfactory progress towards meeting project goals,
availability of federal funding, and adherence to all requirements.
The Office of WeTeach_CS in the Center for STEM Education reserves
the right to reject any and all applications and/or to negotiate portions
thereof. The number of grants awarded, as well as grant amounts, are
contingent on an adequate level of Title II Mathematics and Science
Partnerships funding, and on the final approval of funding from the
Texas Education Agency.
Funding
34. 34
The following items must be uploaded to the
DataCenter no later than Report #1:
1. Letter of commitment from CS Professor
2. Instructional Timeline
3. Computer Science teacher participants
4. Research consent form
Report #1 – Due: Friday, April 14, 2017
35. 35
The following items must be documented in the
DataCenter by Report #2:
1. Teachers have earned a minimum of 20 hours
2. Professional Development Plan for each teacher
3. All Events scheduled prior to June 15, 2017 are
entered and completed in the DataCenter
Report #2 – Due: Friday, June 30, 2017
36. 36
Invoice #1 Due: April 1, 2017
Subsequent Invoices: Monthly, due the 1st of
each month
Due to the short period of this grant, special attention will be
given to the monthly progress towards goals and realistic
ability for individual projects to expend grant monies.
Invoicing
37. 37
• Release RFA: Wednesday, December 7th
• RFA Due Date: Monday, January 9th
• Grant Review: Tuesday, January 10th-Friday,
January 13th
• Final Decisions: Wednesday, January 18th
• Grant Start Date: February 1, 2017
Critical Dates (1)
38. 38
• Project Director Webinar: Tuesday, March 28, 2017
• Invoicing Due #1 Due: April 1, 2017
• Subsequent Invoices: Monthly, due the 1st of each month
• Report #1 Due: Friday, April 14, 2017
• Project Director Meeting
(F2F - Austin): Tuesday, May 9, 2017
• WeTeach_CS Summit: Monday - Wednesday, June 5-7, 2017
• Report #2 Due: Friday, June 30, 2017
• At least 75% of the total
project budget must be
invoiced by this date: August 1, 2017
• Grant End Date: August 15, 2017
• Final Report and Invoice Due: September 1, 2017
Critical Dates (2)
39. 39
NCLB, Title II, Part B
Mathematics and Science Partnerships
http://www2.ed.gov/policy/elsec/leg/esea02/pg26.html
Source of Funds
42. 42
Amy Werst
Manager of Programmatic Operations
Center for STEM Education
The University of Texas at Austin
Email: Amy.Werst@utexas.edu
Phone: 512-471-7450
Contact Information
Editor's Notes
Trained 1,352 Texas educators, representing 697 schools and 339 public, private, and charter school districts in computer science, computational thinking, coding, and programming.
Supported 104 in-service teachers to complete CS certification in Texas as compared to 14 pre-service teachers who obtained a CS certification during the same time frame in 2014-15.
Developed and deployed a free, six-week, online course to support Texas educators seeking Grades 8-12 Computer Science certification. Piloted course in summer of 2016 with the goal of enrolling 200 teachers. Full enrollment was 744, with 255 educators completing all course assignments with at least 80% mastery. Course was developed with funding from the Texas Education Agency, 100kin10, and AT&T.
Secured funding from the Texas Education Agency and 100Kin10 to support $1,000 stipend for Texas educators who become certified to teach CS.
Organized first CS Principles Mini-Conference (http://www.thetrc.org/cs-principles-mini-conference/) February 24-25, 2016 which provided training to 45 Texas educators with representatives from the College Board, BCJ, code.org, Mobile CSP, Thriving in Our Digital World, and Alabama’s CS4HS all presenting their resources to teachers.
Organized inaugural WeTeach_CS Summit (http://www.thetrc.org/weteach_cs-summit-2016/) June 7-9, 2016, providing professional development to over 200 educators, K-12, focused on building the CS Education Community, providing professional development, and connecting Texas educators with state and national leaders and resources to teach CS and computational thinking.
Organized statewide meet-up for CS Education advocates (http://www.thetrc.org/statewide-cs-effort/) in conjunction with Grace Hopper celebration. Partnered with Texas Alliance for Computer Science Education (TACSE), which is now CS4TX, and NSF’s Expanding Computing Education Pathways (ECEP) Alliance.
Trained 78 Texas educators in Java programming through free online project called Keep Calm and Java On in partnership with Oracle Academy.
Trained 42 Texas educators in Bootstrap: Video Game Programming with Algebra.
In partnership with Oracle Academy, awarded first two CS Change Maker awards to Texas high school CS teachers and first two CS Mini-grants to elementary and middle schools teachers.
Partnered with TACSE, Technet, Texas Computer Education Association (TCEA), TEALS and others to launch CS4TX (http://cs4tx.org).
Coordinated the first CS professional development strand for the CAMT conference in Summer 2016, reaching approximately 200 Texas math educators