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The goal of project PD4CS is to establish an evidence-based professional development (PD) program to improve teachers' knowledge to teach computer science, with a special focus on the effective training of teachers having limited computer science background. This is a joint effort between faculty in the College of Education, Department of Computer Science, at Purdue University and Michigan State University and Project Lead The Way.
The project team will (i) develop and implement a high-quality professional development approach that incorporates face-to-face training coupled with continuous online just-in-time support at a large-scale; and (ii) assess the effectiveness of that professional development at improving teachers' knowledge and skills for teaching computer science.
In The News
November 2015: Yizhou Qian and Jim Lehman presented a poster on misconceptions in computer science and efforts of the project to help teachers address students' misconceptions at the Association for Educational Communications and Technology (AECT) annual conference in Indianapolis, IN.
November 2015: Phil Sands and Debbie Hagen presented two sessions at the Indiana Business Educators Association conference in Indianapolis, IN. The first session was designed for new computer science teachers and discussed content, pedagogy and course design. The second session focused on teaching sorting and search algorithms for the AP Computer Science A course.
July 2015: Aman Yadav and Phil Sands attend the CSTA meeting in Texas. Debbie Hagen, Aman Yadav, and Phil Sands continue visiting PLTW Core Training sessions in Dayton, Ohio, Ypsilanti, Michigan, and Terre Haute, Indiana. Over 40 teachers visited and will be participating in the PD4CS project.
June 2015: Tim Korb welcomes high school CSE teachers to the PD4CS project at PLTW Core Training sessions in Kokomo and Urbana-Champaign.
May 2015: The Purdue project team travels to East Lansing to join the Michigan State team in a planning retreat. Advisory Board members and PLTW staff participate via Skype.
This work is supported by the National Science Foundation under grant number 1502462. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
