v-? LL ca?!r -I rdu-rr~;mn. r~( LUptiiiiiig the /moghat;'on of,",linoi;'ty Studen:; and 8aising the Achi~vement St, d ~ i d ~ Good afternoon. My name is Tonya Groover, I am the Founding Director of the Technology Leadership Initiative, a pre-college outreach program in the Computer Science Department at the University of Pittsburgh and a Computer Science teacher at the Pittsburgh Science and Technology Academy in Pittsburgh Public School District. I have a Bachelor's degree in Computer Science and next month I will be awarded a Masters degree in Computer Science from Pitt, as well. In regards today's discussion of minority students and raising achievement standards in math and science, I wear several different hats. Not too long ago, I was a high school student with an interest in Math and Science, I've worked for the past 5 years doing computer science outreach at the University of Pittsburgh and I am also a high school computer science teacher. There are several key barriers to student achievement in STEM fields. I would like to suggest that (1) we need to raise the achievement of K-12 STEM education for all students, not just minority students, (2) The "T" and "E" of STEM are too often forgotten and (3) to improve student achievement, we must focus on teacher education and professional development opportunities. The emphasis of my testimony today is on the challenges and barriers to academic achievement within the Technology and Engineering part of the STEM acronym. K-12 STEM education is different than other subject areas in a number of ways. In particular, computer technology ("T" in STEM) and engineering ("E" in STEM) are both rapidly changing fields that require a higher level of thinking, creativity and problem solving skills. Additionally, these are rapidly changing fields that require teachers to constantly learn new technologies. Science, Technology, Engineering and Mathematics are among the fastest
K-12 Educat/cfl: C ~turi~g the!magirxt!'cn cf JF.4jnerltjl Studem and Rcisi~g the Achie:lement Standardsfir growing fields. The US economy is expected to add about 1.5 million STEM related jobs by 2012, yet we are failing to produce professionals to fill these positions. To encourage minority student participation in the advanced sciences, schools must first ensure that all students are proficient in their understanding of fundamental reading, math and science concepts. Additionally, underrepresented students who come from poor communities too often lack access and exposure to information technology and role models in STEM fields (Stephenson, Simard, & Kosaraju, 2010). We must offer STEM programming in underrepresented communities and schools. Due to this lack of exposure and role models in STEM fields, many of these students graduate high school and have no idea of what computer science or engineering is. Few schools offer classes in computer science or engineering. Many schools often offer confusing definitions of computer literacy, information fluency, and the various sub-branches of computer science itself. So many schools have lost sight of the fact that computer science is a scientific discipline and not a "technology" that simply supports learning in other curriculum areas (Stephenson, Gal-Ezer, Haberman, & Verno, 2005). We must challenge the public perception by re-defining K-12 computer science and engineering education. These fields are too loosely defined in the K-12 arena and course content varies from classroom to classroom. There must be some level of consistency through a national K-12 curriculum. Research indicates that "student success in computer science [or any other STEM field] is predicated on the teacher's knowledge of the discipline and ability to actively engage students in their own learning (Stephenson, Gal-Ezer, Haberman, & Verno, 2005)." In order to
K-12 Edrrcntinn: Cn~trrri~g the!mogiflat!'cfl cf?m'nority Studeflts ond Raisicg the Achieveme.7t Stcndcrdsfer capture the imagination of students, STEM teachers should have a strong content background, as well as a thorough background in teaching methods and pedagogy. In a report by the Computer Science Teachers Association (CSTA), entitled Ensuring Exemplary Teaching in an Essential Discipline (2008), they propose four major components that every computer science teacher preparation program for should include, (i) academic requirements in the field of computer science, (ii) academic requirements in the field of education, (iii) methodology and field experience and (iv) assessment to document proficiency in general pedagogy. While these requirements look very basic, most states have yet to implement a degree-granting or certificate program to prepare computer science teachers for the K-12 classroom. Due to the lack of teacher certification programs in these STEM fields, new teachers are often forced to obtain certification in other disciplines, which they do not intend to teach. Additionally, current K-12 computer science and engineering teachers, lack training and continually struggle to stay one step ahead of students. Yet, without these teachers, students would lack exposure to computer science. Once in the classroom teachers need adequate opportunities and funding to access relevant professional development that will allow them to master new technologies, implement new curricula, and constantly improve their teaching (Stephenson, Gal-Ezer, Haberman, & Verno, 2005). One of the most challenging areas as a teacher in one of these fields is that you are usually a department of one, without a standardized curriculum and you are teaching a "rapidly changing technology" with limited "time for training."
K-22 Erlucnticn: mpturing the!.mnginnt!'n.r! nf Minnrity Students clnd Rcisi,~r;)~ the P.hkveme.~t Stcndcrdsfcr Despite the many challenges in K-12 STEM education, specifically in computer science and engineering, there are a number of successful initiatives and programs that have made significant strides in raising awareness of STEM education. Computer Science Education Week, designated by the U.S. House of Representatives as December 5-11, 2010, raises the awareness of the critical role of computing, promotes effort to expose students to computer science education and highlights the challenges facing computer science education. There are several frameworks and models for K-12 computer science and engineering curriculum including, the ACM K-12 Model Curriculum, Exploring Computer Science and Project Lead the Way. Computer Science Teachers Association (CSTA) provides teachers with professional development opportunities and a national network of educators and practitioners. Additionally, CSTA provides policy recommendations and disseminates research regarding K-12 computer science education. Carnegie Mellon University sponsors an annual summer workshop titled, Explorations in Computer Science for High School Teachers (CSLEHS), which provides resources to help teachers explain computer science in a fun and relevant way. The CollegeBoard and NSF have supported work to create a new first course in computing titled, CS Principles. This course seeks to broaden participation in computing and computer science.
K-12 Educntinn: Cnpturjng the /mnginot!'nn nf.minnr!'ty Students ond Rnising the Achie~el~ment Ctnnrlnrdsfor Minority Students in Moth and Science. We must create a consistent definition of K-12 STEM education. What is computer science? What is engineering? Students, parents and administrators must have a common idea and understanding of the contributions of these fields and career pathways. The curriculum has to be relevant and engaging for all students, and then we will be able to capture the imagination of minority students. This requires constantly revisiting what we are teaching and how we are teaching it. It also involves creating opportunities and funding for teacher professional development. The challenge of capturing the imagination and engaging students in STEM fields first begins with preparing teachers to educate the next generation of computer scientists, mathematicians, engineers and scientists.
K-12 Education: Ca,pturing the Imagination af Minority Students and Raising the Achievement Standardsfor,, Bibliography ACM K-12 CS Model Curriculum, 2nd Edition. (2010, April 13). Retrieved from Computer Science Teachers Association: http://www.csta.acm.org/curriculum/sub/acmkl2csmodel.html Computer Science Education Week. (2010, April 13). Retrieved from Computer Science Education Week: http://www.csedweek.org/ Computer Science Teachers Association. (2010, April 13). Retrieved from Computer Science Teachers Association: http://www.csta.acm.org/index.html CS 4 HS Summer Workshop. (2010, April 13). Retrieved from Carnegie Mellon School of Computer Science: http://www.cs.cmu.edu/cs4hs/ CS Principles. (2010, April 13). Retrieved 2010, from CS Principles: http://csprinciples.org/index.php Ericson, B., Armoni, M., Gal-Ezer, J., Seehorn, D., Stephenson, C., & Trees, F. (2008). Ensuring Exemplary Teaching in an Essential Discipline: Addressing the Crisis in Computer Science Teacher Certification. Computer Science Teacher Association. Exploring Computer Science. (2010, April 13). Retrieved from Computer Science Teachers Association: http://www.csta.acm.org/curriculum/sub/exploringcs.html Project Lead The Way. (2010, April 13). Retrieved from Home page: http://beta.pltw.org/ Stephenson, C., Gal-Ezer, J., Haberman, B., & Verno, A. (2005). The New Educational Imperative: Improving High School Computer Science Education. Computer Science Teachers Association. Stephenson, C., Simard, C., & Kosaraju, D. (2010). Addressing Core Equity Issues in K-12 Computer Science Education: Identifying Barriers and Sharing Strategies. Anita Borg Institute for Women and Technology.