During the 2018–19 and 2020–21 school years, a research-practice partnership in a large urban school district engaged in research and development focused on creating a more equitable form of credit recovery for Exploring Computer Science (ECS). The following experience report provides an overview of the design elements used for the hybrid/online ECS program and presents findings from the piloting of the course that can help inform future thinking about hybrid learning and fostering equity in credit recovery for computer science.
Fri 17 MarDisplayed time zone: Eastern Time (US & Canada) change
Fri 17 Mar
Displayed time zone: Eastern Time (US & Canada) change
13:45 - 15:00 | |||
13:45 25mTalk | Hybrid ECS: An Equity-Focused Credit Recovery Course Sister Sessions Mark Johnson The Learning Partnership, Gail Chapman Exploring Computer Science, Lucia Dettori DePaul University, Steven McGee The Learning Partnership, Kristen Peterson EDC, Andrew Rasmussen Chicago Public Schools | ||
14:10 25mTalk | Liberatory Computing Education for African American Students Sister Sessions Raechel Walker MIT Media Lab, Eman Sherif University of Washington, Cynthia Breazeal Massachusetts Institute of Technology | ||
14:35 25mTalk | Teachers as Curriculum Co-designers: Supporting Professional Learning and Curriculum Implementation in a CSforAll RPP Project Sister Sessions Lijun Ni University at Albany, SUNY, Gillian Bausch University at Albany, Bernardo Feliciano University of Massachusetts Lowell, Hsien-Yuan Hsu University of Massachusetts Lowell, Fred Martin University of Massachusetts Lowell | ||