Session Wed-RPP-PM: RPPforCS for Community Meeting
1:00 PM – 5:00 PM
Rebecca Zarch (SageFox Consulting Group, United States)
Alan Peterfreund (SageFox Consulting Group, United States)
Leigh Ann Delyser (NYC Foundation for CS Education, United States)
RPPforCS for Community Meeting
ABSTRACT. RPPforCS is a connected community of practice designed to support the NSF CS For All: RPP awardees and facilitate a common research agenda among its members, develop evaluator and researcher capacity, and collect common data elements across RPP projects. This event will begin with a plenary session with the RESPECT conference titled “Designing for Broadening Participation.” The plenary will include panelists RIchard Ladner, Chris Hoadley, and Ben Sayler and will be moderated by Joanna Goode (all recent RPPforCS awardees focusing on reaching underrepresented populations). The RPPforCS awardees will then go into an afternoon session focused on community building, early capacity building for the Researcher-Practitioner Partnerships and defining the shared research agenda.
About Evaluation 2017
2017 marks the American Evaluation Association’s (AEA) 31st Annual Conference. Taking place on November 6-11 in Washington, D.C., Evaluation 2017 brings together evaluators, evaluation scholars, students, and evaluation users from around the world are invited to assemble, share, and learn from the successes of the international discipline and practice of evaluation.
No matter your skill level, Evaluation 2017 will provide the opportunity to be involved in the shared experience through a variety of presentations and learning formats. Click here for a more detailed description of our session formats.
Birds of a Feather Gatherings: Also known as idea exchanges or networking tables, are relatively small and informal discussion-based gatherings, aimed at building networks and exploring ideas.
Demonstrations: Formal 45- or 90-minute presentations that show how to use or apply an evaluation concept or tool.
Expert Lecture: Formal 45-minute presentations by a single expert in the field.
Ignite Presentations: These fast-paced presentations use 20 PowerPoint slides that automatically advance every 15 seconds for a total presentation time of just 5 minutes.
Multi-paper Sessions: Three or more paper presentations on a common theme. Each paper presenter will have approximately 15 minutes to present and discuss the key points of their work.
Panel: This formal, thematic, 45- or 90-minute presentation focuses on an issue facing the field of evaluation.
Roundtables: 45-minute oral presentations, which typically include 15 minutes of presentation, followed by 30 minutes of discussion and feedback.
Skill-Building Workshop: Workshops teach a specific skill needed by many evaluators and include one or more exercises that let attendees practice the skill.
Think Tank: 45- or 90-minute session focusing on a single issue or question. Attendees break into small groups to explore the issue or question and reconvene to share their understanding through a discussion.
Division Of Research On Learning
|Initial Amendment Date:||August 31, 2017|
|Latest Amendment Date:||August 31, 2017|
|Award Instrument:||Standard Grant|
|Program Manager:||Karen King
DRL Division Of Research On Learning
EHR Direct For Education and Human Resources
|Start Date:||September 1, 2017|
|End Date:||August 31, 2021 (Estimated)|
|Awarded Amount to Date:||$1,222,855.00|
|Investigator(s):||Alan Peterfreund firstname.lastname@example.org (Principal Investigator)
Rebecca Zarch (Co-Principal Investigator)
Leigh DeLyser (Co-Principal Investigator)
|Sponsor:||SageFox Consulting Group, LLC
30 Boltwood Walk
Amherst, MA 01002-2155 (413)256-6169
|Program Reference Code(s):||023Z|
|Program Element Code(s):||7227|
This project will adapt the Researcher-Practitioner Partnership (RPP) approach to build the capacity of evaluators and researchers to study, understand, and report on their project efforts and to establish a participant-driven, multi-site research agenda for the Computer Science for All: Researcher-Practitioner Partnerships (CS for All: RPP) program. This project will engage the community of funded partnerships to collectively work to develop a shared research agenda to facilitate the understanding of the efficacy of the RPP model and the impact on computer science (CS) and computational thinking (CT) education. The connected community will bring together the RPP research and evaluation teams and connect them to the larger CS for All education community through the CSforAll Consortium. This connection to the larger community will ensure a bidirectional dissemination – with the intellectual merit of the projects reaching the largest possible audience of researchers and practitioners, as well as ongoing connection to initiatives outside the funded RPPs helping to share learnings and best practices as well. The project will develop a community consensus on a research agenda for the RPP programs which may provide a solid foundation for future research, program evaluation and assessment. This project has the potential to affect the relative success of the CS for All: RPP projects and the program overall. By creating a connected community, it will promote a robust culture of sharing knowledge from experts (both within and external to the community), lessons learned in near-real time associated with implementation, having sharing common metrics that are both supportive of the projects and the program overall, and shared means of dissemination to broader communities of researchers and practitioners. This project has the broader potential of serving as a model for NSF programs for proactively developing the methods for shared learning and common metrics that have more commonly been developed and implemented at much later stages.
To both support the projects and maintain awareness of the larger initiatives, we propose a Connected Community of Practice (CCOP). A Researcher-Evaluator Working Group (R-EWG) will form to provide a process for pursuing the shared research agenda developed through the CCOP. This structure will facilitate data collection, analysis, interpretation and dissemination at a program level. The approach will also generate a mechanism for those outside of the immediate RPP community to benefit from this investment by engaging in learning from the participants that will add value to the initial investment by supporting those undertaking the RPP work and scaling to a broader audience. Recognizing that the funded partnerships will likely be highly diverse in terms of size, context, research area and strength of working relationships, the project will deeply engage evaluators and researchers at the onset of the program to collaboratively develop a shared data set to capture participation data across projects, co-define an RPP research agenda to advance the field of CT/CS educational knowledge, and use the CS for All infrastructure for collaboration, learning and dissemination. This approach will lay the foundation for program-wide assessment and learning. The project will facilitate the community in developing a framework for answering: 1. What are the RPP-specific activities that are high-leverage/highly effective in affecting quality computer science education? 2. What common indicators are appropriate to collect across CS for All: RPP projects to demonstrate the relative and overall effectiveness of the RPP projects? 3. Using these indicators, what are the outcomes and impact of the CS for All: RPP projects for districts, teachers and students?
Inspire, Innovate, Improve!
March 8th – 11th, Seattle, Washington, USA
The SIGCSE Technical Symposium is the largest computing education conference worldwide organized by ACM SIGCSE. It attracts around 1,300 researchers, educators, and others interested in improving computing education in K-12 and higher education.
Collecting Participation Data Across NSF CS10K-Funded Professional Development Providers (Abstract Only) in the SIGCSE ’17: Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, was just added to your ACM Author Page in the ACM Digital Library.
2016 ASEE Annual Conference & Exposition
Students as Change Agents: Leveraging Students to Infuse Innovation & Entrepreneurship into the Campus Ecosystem
Students as change agents: Leveraging students to infuse innovation and entrepreneurship into the campus ecosystem
Engineering students have many opportunities to engage in existing co-curricular activities such as robotics clubs and Engineers Without Borders. However, students have fewer opportunities to be exposed to innovation and entrepreneurship (I&E) learning opportunities, which provide them with essential skills that are valued by employers and necessary to help them identify and tackle big problems in an increasingly complex world. Changing the culture and structures of a campus to provide curricular, co-curricular and informal opportunities to engage in I&E requires a systemic approach. Engineering students are often an untapped resource for making this campus-based change. Epicenter, an NSF STEP center, is driven by the mission of empowering US undergraduate engineering students to bring their ideas to life for the benefit of our economy and society. Epicenter conducts research, works with faculty and, through the University Innovation Fellows (UIF) program, has spawned a student-led grassroots movement for infusing I&E into the higher education ecosystem.
Nearly 300 Fellows from 115 institutions in seven cohorts have gone through the UIF training. Student participants, known as “Fellows,” acquire knowledge of tools, frameworks and program models that help college students develop their creative confidence and an entrepreneurial mindset. The Fellows work with other students as well as faculty, administrators and other stakeholders in their communities to systematically expand the campus ecosystem for I&E. Fellows organize events, secure and transform physical spaces for student collaboration, contribute to course development, and engage administrators. Many of the Fellows go on to influence the national conversation on I&E by organizing regional events and participating in forums that present at national conferences, such as ASEE and University Economic Development Association (UEDA) Annual Meeting, among others. They also actively contribute to White House STEM initiatives, launching campaigns such as #uifresh, which aims at curbing attrition from STEM majors by engaging incoming university students in I&E activities early on.
Annual and alumni surveys suggest both Fellows and their faculty sponsors find students to be an effective resource for making campus-based change. Questions this paper will explore include: How can we define success at the individual and institutional level? What personal, programmatic and contextual factors correlate with success? Drawing from a database of program participants’ experiences and institutional characteristics, we aim at providing a deeper understanding of how students can best be engaged as change agents in higher education in general, and engineering education in particular.