Efforts to expand K-12 computer science (CS) education opportunities across the U.S. include the new AP Computer Science Principles (CSP) course, designed to attract a wide range of learners and broaden participation in the study of CS. An important step in diversifying participation in CS broadly involves understanding the range of challenges students face in the CSP course, and finding ways to address those challenges to support learning for all. Such work is especially critical for increasing participation of students with learning and attention disorders, who are underrepresented in STEM fields. This webinar describes findings from an NSF-supported study exploring ways educators and curriculum developers can make CSP more accessible for these students who learn differently. The study, carried out by education researchers at Outlier Research & Evaluation at UChicago STEM Ed, University of Chicago and expert practitioners at the Wolcott School (a college-preparatory school for students who learn differently), documented the learning experiences and challenges of twelve students enrolled in the 2016 – 2017 CSP course, using Code.org’s CSP curriculum. During the presentation, researchers will share specific aspects of the course that students noted as especially challenging, and students’ identified reasons for those challenges. We will close by sharing some strategies educators can use to make CSP more accessible for this student population.
Joseph Brobst and Josie Melton*, Western Washington University (Project: Model of Research-Based Education for Teachers)
Kevin Cherbow, Megan McKinley, Katherine L. McNeill, and Rebecca Lowenhaupt, Boston College (Project: Instructional Leadership for Scientific Practices: Resources for Principals in Evaluating and Supporting Teachers' Science Instruction)
Tonjua B. Freeman*, Malcolm B. Butler, Jonathan L. Hall, and Kimberly Davis, University of Central Florida (Project: School Structure and Science Success: Organization and Leadership Influences on Student Achievement (Collaborative Research: Butler))
Deborah Hanuscin, Western Washington University; Kelsey Lipsitz* and Mark Ehlert, University of Missouri; Dante Cisterna, University of Nebraska-Lincoln (Project: QuEST: Quality Elementary Science Teaching)
Okhee Lee, New York University (Project: Development of Language-Focused Three-Dimensional Science Instructional Materials to Support English Language Learners in Fifth Grade (Collaborative Research: Lee))
Sharon Lynch, George Washington University (Project: Multiple Instrumental Case Studies of Inclusive STEM-Focused High Schools: Opportunity Structures for Preparation and Inspiration (OSPrl))
Anna MacPherson, American Museum of Natural History (Project: Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Teacher Professional Development Model)
Ashley Murphy and Melissa Luna, West Virginia University (Project: CAREER: Investigating Fifth Grade Teachers' Knowledge of Noticing Appalachian Students' Thinking in Science)
Gwen Nugent, University of Nebraska-Lincoln (Project: Analysis of Effective Science Coaching: What, Why and How)
Soo-Yean Shim and Jessica Thompson, University of Washington (Project: Learning Labs: Using Videos, Exemplary STEM Instruction and Online Teacher Collaboration to Enhance K-2 Mathematics and Science Practice and Classroom Discourse)
Molly Stuhlsatz, BSCS (Project: Scientific Data in Schools: Measuring the Efficacy of an Innovative Approach to Integrating Quantitative Reasoning in Secondary Science (Collaborative Research: Stuhlsatz)
Joseph Taylor, BSCS (Project: PlantingScience: Digging Deeper Together - A Model for Collaborative Teacher/Scientist Professional Development)
Carmen Vanderhoof and Gregory Kelly, Pennsylvania State University; Christine Cunningham, Museum of Science, Boston (Project: Exploring the Efficacy of Engineering is Elementary (E4))
Tina Vo* and Cory Forbes, University of Nebraska-Lincoln (Project: Modeling Hydrologic Systems in Elementary Science (MoHSES))
Joseph Brobst and Josie Melton*, Western Washington University (Project: Model of Research-Based Education for Teachers)
Kevin Cherbow, Megan McKinley, Katherine L. McNeill, and Rebecca Lowenhaupt, Boston College (Project: Instructional Leadership for Scientific Practices: Resources for Principals in Evaluating and Supporting Teachers' Science Instruction)
Tonjua B. Freeman*, Malcolm B. Butler, Jonathan L. Hall, and Kimberly Davis, University of Central Florida (Project: School Structure and Science Success: Organization and Leadership Influences on Student Achievement (Collaborative Research: Butler))
Deborah Hanuscin, Western Washington University; Kelsey Lipsitz* and Mark Ehlert, University of Missouri; Dante Cisterna, University of Nebraska-Lincoln (Project: QuEST: Quality Elementary Science Teaching)
Okhee Lee, New York University (Project: Development of Language-Focused Three-Dimensional Science Instructional Materials to Support English Language Learners in Fifth Grade (Collaborative Research: Lee))
Sharon Lynch, George Washington University (Project: Multiple Instrumental Case Studies of Inclusive STEM-Focused High Schools: Opportunity Structures for Preparation and Inspiration (OSPrl))
Anna MacPherson, American Museum of Natural History (Project: Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Teacher Professional Development Model)
Ashley Murphy and Melissa Luna, West Virginia University (Project: CAREER: Investigating Fifth Grade Teachers' Knowledge of Noticing Appalachian Students' Thinking in Science)
Gwen Nugent, University of Nebraska-Lincoln (Project: Analysis of Effective Science Coaching: What, Why and How)
Soo-Yean Shim and Jessica Thompson, University of Washington (Project: Learning Labs: Using Videos, Exemplary STEM Instruction and Online Teacher Collaboration to Enhance K-2 Mathematics and Science Practice and Classroom Discourse)
Molly Stuhlsatz, BSCS (Project: Scientific Data in Schools: Measuring the Efficacy of an Innovative Approach to Integrating Quantitative Reasoning in Secondary Science (Collaborative Research: Stuhlsatz)
Joseph Taylor, BSCS (Project: PlantingScience: Digging Deeper Together - A Model for Collaborative Teacher/Scientist Professional Development)
Carmen Vanderhoof and Gregory Kelly, Pennsylvania State University; Christine Cunningham, Museum of Science, Boston (Project: Exploring the Efficacy of Engineering is Elementary (E4))
Tina Vo* and Cory Forbes, University of Nebraska-Lincoln (Project: Modeling Hydrologic Systems in Elementary Science (MoHSES))
Joseph Brobst and Josie Melton*, Western Washington University (Project: Model of Research-Based Education for Teachers)
Kevin Cherbow, Megan McKinley, Katherine L. McNeill, and Rebecca Lowenhaupt, Boston College (Project: Instructional Leadership for Scientific Practices: Resources for Principals in Evaluating and Supporting Teachers' Science Instruction)
Tonjua B. Freeman*, Malcolm B. Butler, Jonathan L. Hall, and Kimberly Davis, University of Central Florida (Project: School Structure and Science Success: Organization and Leadership Influences on Student Achievement (Collaborative Research: Butler))
Deborah Hanuscin, Western Washington University; Kelsey Lipsitz* and Mark Ehlert, University of Missouri; Dante Cisterna, University of Nebraska-Lincoln (Project: QuEST: Quality Elementary Science Teaching)
Okhee Lee, New York University (Project: Development of Language-Focused Three-Dimensional Science Instructional Materials to Support English Language Learners in Fifth Grade (Collaborative Research: Lee))
Sharon Lynch, George Washington University (Project: Multiple Instrumental Case Studies of Inclusive STEM-Focused High Schools: Opportunity Structures for Preparation and Inspiration (OSPrl))
Anna MacPherson, American Museum of Natural History (Project: Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Teacher Professional Development Model)
Ashley Murphy and Melissa Luna, West Virginia University (Project: CAREER: Investigating Fifth Grade Teachers' Knowledge of Noticing Appalachian Students' Thinking in Science)
Gwen Nugent, University of Nebraska-Lincoln (Project: Analysis of Effective Science Coaching: What, Why and How)
Soo-Yean Shim and Jessica Thompson, University of Washington (Project: Learning Labs: Using Videos, Exemplary STEM Instruction and Online Teacher Collaboration to Enhance K-2 Mathematics and Science Practice and Classroom Discourse)
Molly Stuhlsatz, BSCS (Project: Scientific Data in Schools: Measuring the Efficacy of an Innovative Approach to Integrating Quantitative Reasoning in Secondary Science (Collaborative Research: Stuhlsatz)
Joseph Taylor, BSCS (Project: PlantingScience: Digging Deeper Together - A Model for Collaborative Teacher/Scientist Professional Development)
Carmen Vanderhoof and Gregory Kelly, Pennsylvania State University; Christine Cunningham, Museum of Science, Boston (Project: Exploring the Efficacy of Engineering is Elementary (E4))
Tina Vo* and Cory Forbes, University of Nebraska-Lincoln (Project: Modeling Hydrologic Systems in Elementary Science (MoHSES))
Joseph Brobst and Josie Melton*, Western Washington University (Project: Model of Research-Based Education for Teachers)
Kevin Cherbow, Megan McKinley, Katherine L. McNeill, and Rebecca Lowenhaupt, Boston College (Project: Instructional Leadership for Scientific Practices: Resources for Principals in Evaluating and Supporting Teachers' Science Instruction)
Tonjua B. Freeman*, Malcolm B. Butler, Jonathan L. Hall, and Kimberly Davis, University of Central Florida (Project: School Structure and Science Success: Organization and Leadership Influences on Student Achievement (Collaborative Research: Butler))
Deborah Hanuscin, Western Washington University; Kelsey Lipsitz* and Mark Ehlert, University of Missouri; Dante Cisterna, University of Nebraska-Lincoln (Project: QuEST: Quality Elementary Science Teaching)
Okhee Lee, New York University (Project: Development of Language-Focused Three-Dimensional Science Instructional Materials to Support English Language Learners in Fifth Grade (Collaborative Research: Lee))
Sharon Lynch, George Washington University (Project: Multiple Instrumental Case Studies of Inclusive STEM-Focused High Schools: Opportunity Structures for Preparation and Inspiration (OSPrl))
Anna MacPherson, American Museum of Natural History (Project: Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Teacher Professional Development Model)
Ashley Murphy and Melissa Luna, West Virginia University (Project: CAREER: Investigating Fifth Grade Teachers' Knowledge of Noticing Appalachian Students' Thinking in Science)
Gwen Nugent, University of Nebraska-Lincoln (Project: Analysis of Effective Science Coaching: What, Why and How)
Soo-Yean Shim and Jessica Thompson, University of Washington (Project: Learning Labs: Using Videos, Exemplary STEM Instruction and Online Teacher Collaboration to Enhance K-2 Mathematics and Science Practice and Classroom Discourse)
Molly Stuhlsatz, BSCS (Project: Scientific Data in Schools: Measuring the Efficacy of an Innovative Approach to Integrating Quantitative Reasoning in Secondary Science (Collaborative Research: Stuhlsatz)
Joseph Taylor, BSCS (Project: PlantingScience: Digging Deeper Together - A Model for Collaborative Teacher/Scientist Professional Development)
Carmen Vanderhoof and Gregory Kelly, Pennsylvania State University; Christine Cunningham, Museum of Science, Boston (Project: Exploring the Efficacy of Engineering is Elementary (E4))
Tina Vo* and Cory Forbes, University of Nebraska-Lincoln (Project: Modeling Hydrologic Systems in Elementary Science (MoHSES))
Using Models to Support STEM Learning in Grades K–5: Examples and Insights from NSF’s DRK–12 Program Thursday, March 15 5:00 PM - 6:00 PM | Georgia World Congress Center, A408 Discussion centers on research-based examples of how students can engage in modeling in the elementary grades. Presenter(s): Sara Lacy (TERC: Cambridge, MA), Cory Forbes (University of Nebraska-Lincoln: Lincoln, NE), Brian Reiser (Northwestern University: Evanston, IL), Carolyn Staudt (The Concord Consortium: Concord, MA) Handout
Using Models to Support STEM Learning in Grades 6–12: Examples and Insights from NSF’s DRK–12 Program Friday, March 16 8:00 AM - 9:00 AM | Georgia World Congress Center, A402 Discussion centers on research-based examples of how secondary students can engage in modeling practice. Presenter(s): Daniel Damelin (The Concord Consortium: Concord, MA), Joseph Krajcik (CREATE for STEM Institute, Michigan State University: East Lansing, MI), Irene Lee (Project GUTS: Cambridge, MA), Susan Yoon (University of Pennsylvania: Philadelphia, PA) Handout
DRK-12 Presenters:
Kevin Cherbow and Katherine L. McNeill, Boston College (Project: Instructional Leadership for Scientific Practices: Resources for Principals in Evaluating and Supporting Teachers' Science Instruction)
Caroline Ebby and Nicole Fletcher, CPRE, University of Pennsylvania; Elizabeth Hulbert, OGAPMath LLC (Project: Developing Formative Assessment Tools and Routines for Additive Reasoning)
Dora Kastel* and Anna MacPherson, American Museum of Natural History; Maia Binding, Lawrence Hall of Science (Project: Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Teacher Professional Development Model)
Carolyn Staudt, Concord Consortium; Nanette Marcum-Dietrich, Millersville University; Steve Kerlin, Stroud Water Research Center (Project: (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research))
Using Models to Support STEM Learning in Grades K–5: Examples and Insights from NSF’s DRK–12 Program Thursday, March 15 5:00 PM - 6:00 PM | Georgia World Congress Center, A408 Discussion centers on research-based examples of how students can engage in modeling in the elementary grades. Presenter(s): Sara Lacy (TERC: Cambridge, MA), Cory Forbes (University of Nebraska-Lincoln: Lincoln, NE), Brian Reiser (Northwestern University: Evanston, IL), Carolyn Staudt (The Concord Consortium: Concord, MA) Handout
Using Models to Support STEM Learning in Grades 6–12: Examples and Insights from NSF’s DRK–12 Program Friday, March 16 8:00 AM - 9:00 AM | Georgia World Congress Center, A402 Discussion centers on research-based examples of how secondary students can engage in modeling practice. Presenter(s): Daniel Damelin (The Concord Consortium: Concord, MA), Joseph Krajcik (CREATE for STEM Institute, Michigan State University: East Lansing, MI), Irene Lee (Project GUTS: Cambridge, MA), Susan Yoon (University of Pennsylvania: Philadelphia, PA) Handout
DRK-12 Presenters:
Kevin Cherbow and Katherine L. McNeill, Boston College (Project: Instructional Leadership for Scientific Practices: Resources for Principals in Evaluating and Supporting Teachers' Science Instruction)
Caroline Ebby and Nicole Fletcher, CPRE, University of Pennsylvania; Elizabeth Hulbert, OGAPMath LLC (Project: Developing Formative Assessment Tools and Routines for Additive Reasoning)
Dora Kastel* and Anna MacPherson, American Museum of Natural History; Maia Binding, Lawrence Hall of Science (Project: Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Teacher Professional Development Model)
Carolyn Staudt, Concord Consortium; Nanette Marcum-Dietrich, Millersville University; Steve Kerlin, Stroud Water Research Center (Project: (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research))
Using Models to Support STEM Learning in Grades K–5: Examples and Insights from NSF’s DRK–12 Program Thursday, March 15 5:00 PM - 6:00 PM | Georgia World Congress Center, A408 Discussion centers on research-based examples of how students can engage in modeling in the elementary grades. Presenter(s): Sara Lacy (TERC: Cambridge, MA), Cory Forbes (University of Nebraska-Lincoln: Lincoln, NE), Brian Reiser (Northwestern University: Evanston, IL), Carolyn Staudt (The Concord Consortium: Concord, MA) Handout
Using Models to Support STEM Learning in Grades 6–12: Examples and Insights from NSF’s DRK–12 Program Friday, March 16 8:00 AM - 9:00 AM | Georgia World Congress Center, A402 Discussion centers on research-based examples of how secondary students can engage in modeling practice. Presenter(s): Daniel Damelin (The Concord Consortium: Concord, MA), Joseph Krajcik (CREATE for STEM Institute, Michigan State University: East Lansing, MI), Irene Lee (Project GUTS: Cambridge, MA), Susan Yoon (University of Pennsylvania: Philadelphia, PA) Handout
DRK-12 Presenters:
Kevin Cherbow and Katherine L. McNeill, Boston College (Project: Instructional Leadership for Scientific Practices: Resources for Principals in Evaluating and Supporting Teachers' Science Instruction)
Caroline Ebby and Nicole Fletcher, CPRE, University of Pennsylvania; Elizabeth Hulbert, OGAPMath LLC (Project: Developing Formative Assessment Tools and Routines for Additive Reasoning)
Dora Kastel* and Anna MacPherson, American Museum of Natural History; Maia Binding, Lawrence Hall of Science (Project: Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Teacher Professional Development Model)
Carolyn Staudt, Concord Consortium; Nanette Marcum-Dietrich, Millersville University; Steve Kerlin, Stroud Water Research Center (Project: (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research))
Ellen Yezierski, Dillon Frank, Nicholas Spurgus, and Justin Pratt, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
Using Models to Support STEM Learning in Grades K–5: Examples and Insights from NSF’s DRK–12 Program Thursday, March 15 5:00 PM - 6:00 PM | Georgia World Congress Center, A408 Discussion centers on research-based examples of how students can engage in modeling in the elementary grades. Presenter(s): Sara Lacy (TERC: Cambridge, MA), Cory Forbes (University of Nebraska-Lincoln: Lincoln, NE), Brian Reiser (Northwestern University: Evanston, IL), Carolyn Staudt (The Concord Consortium: Concord, MA) Handout
Using Models to Support STEM Learning in Grades 6–12: Examples and Insights from NSF’s DRK–12 Program Friday, March 16 8:00 AM - 9:00 AM | Georgia World Congress Center, A402 Discussion centers on research-based examples of how secondary students can engage in modeling practice. Presenter(s): Daniel Damelin (The Concord Consortium: Concord, MA), Joseph Krajcik (CREATE for STEM Institute, Michigan State University: East Lansing, MI), Irene Lee (Project GUTS: Cambridge, MA), Susan Yoon (University of Pennsylvania: Philadelphia, PA) Handout
DRK-12 Presenters:
Kevin Cherbow and Katherine L. McNeill, Boston College (Project: Instructional Leadership for Scientific Practices: Resources for Principals in Evaluating and Supporting Teachers' Science Instruction)
Caroline Ebby and Nicole Fletcher, CPRE, University of Pennsylvania; Elizabeth Hulbert, OGAPMath LLC (Project: Developing Formative Assessment Tools and Routines for Additive Reasoning)
Dora Kastel* and Anna MacPherson, American Museum of Natural History; Maia Binding, Lawrence Hall of Science (Project: Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Teacher Professional Development Model)
Carolyn Staudt, Concord Consortium; Nanette Marcum-Dietrich, Millersville University; Steve Kerlin, Stroud Water Research Center (Project: (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research))
Ellen Yezierski, Dillon Frank, Nicholas Spurgus, and Justin Pratt, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
Using Models to Support STEM Learning in Grades K–5: Examples and Insights from NSF’s DRK–12 Program Thursday, March 15 5:00 PM - 6:00 PM | Georgia World Congress Center, A408 Discussion centers on research-based examples of how students can engage in modeling in the elementary grades. Presenter(s): Sara Lacy (TERC: Cambridge, MA), Cory Forbes (University of Nebraska-Lincoln: Lincoln, NE), Brian Reiser (Northwestern University: Evanston, IL), Carolyn Staudt (The Concord Consortium: Concord, MA) Handout
Using Models to Support STEM Learning in Grades 6–12: Examples and Insights from NSF’s DRK–12 Program Friday, March 16 8:00 AM - 9:00 AM | Georgia World Congress Center, A402 Discussion centers on research-based examples of how secondary students can engage in modeling practice. Presenter(s): Daniel Damelin (The Concord Consortium: Concord, MA), Joseph Krajcik (CREATE for STEM Institute, Michigan State University: East Lansing, MI), Irene Lee (Project GUTS: Cambridge, MA), Susan Yoon (University of Pennsylvania: Philadelphia, PA) Handout
DRK-12 Presenters:
Kevin Cherbow and Katherine L. McNeill, Boston College (Project: Instructional Leadership for Scientific Practices: Resources for Principals in Evaluating and Supporting Teachers' Science Instruction)
Caroline Ebby and Nicole Fletcher, CPRE, University of Pennsylvania; Elizabeth Hulbert, OGAPMath LLC (Project: Developing Formative Assessment Tools and Routines for Additive Reasoning)
Dora Kastel* and Anna MacPherson, American Museum of Natural History; Maia Binding, Lawrence Hall of Science (Project: Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Teacher Professional Development Model)
Carolyn Staudt, Concord Consortium; Nanette Marcum-Dietrich, Millersville University; Steve Kerlin, Stroud Water Research Center (Project: (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research))
Ellen Yezierski, Dillon Frank, Nicholas Spurgus, and Justin Pratt, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
Ellen Yezierski, Dillon Frank, Nicholas Spurgus, and Justin Pratt, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
Ellen Yezierski, Dillon Frank, Nicholas Spurgus, and Justin Pratt, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
