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OUR PEOPLE The Team at Rutgers CESP At Rutgers CESP, our strength lies within our people. In addition to a core team bringing decades of experience in research, evaluation, analytics, and project management, CESP has a rich network of collaborators to bring the right expertise to every area of our work. Dr. Cynthia L. Blitz, Ph.D. Executive Director & Research Professor Dr. Cynthia L. Blitz is the Executive Director of the Center for Effective School Practices (CESP) and a Research Professor at the Rutgers University Graduate School of Education (RU-GSE). A nationally recognized leader in applied research and evaluation, Dr. Blitz focuses on advancing evidence-based practices that bridge the gaps among research, practice, and policy. Her work centers on generating new knowledge through high-quality research and evaluation and facilitating its application to practice and policy. She is committed to building the capacity of professional and organizations within and beyond the traditional boundaries of education. Widely regarded for her expertise with research-practice partnerships (RPPs) and professional learning communities (PLCs), Dr. Blitz frequently works to forge and maintain productive partnerships and promote the institutionalization of informed decision-making routines. Under Dr. Blitz’s leadership, Rutgers CESP has emerged as a premier applied translational research and evaluation center. She leads an agile team and maintains a rich network of collaborators to grow and carry out a diverse, multi-million-dollar portfolio of federal, state, and philanthropic grants and contracts. Dr. Blitz holds a Ph.D. in Social Welfare from the University of Pennsylvania and an M.A. in Applied Anthropology from American University. Her work has been featured in top academic journals and presented at national conferences, the International Journal of Law and Psychiatry, the American Journal of Public Health, and Education Sciences. View Dr. Blitz's Profile Core Team Members Vivian Allen Associate Director David Amiel Research Associate Robert Zywicki Superintendent in Residence Shreya Adupa Research Assistant Taylor Clough Research Assistant Anna Lasek Communications Assistant Sahar Sherwani Research Assistant Our Partners People Departments Organizations Districts Daryl Detrick CS Educator & Advocate Warren Hills Regional High School Nedim Yel, Ph.D. Senior Statistician/Researcher Data Analysis & Statistical Solutions Teresa G. Duncan, Ph.D. President & Founder Deacon Hill Research Associates Maria Salinas Founder & CEO DES Group, LLC Fran P. Trees, D.P.S. Teaching Professor RU Department of Computer Science Data Analysis and Statistical Solutions National Alliance on Mental Illness, NJ Deacon Hill Research Associates Problem Solutions Dissemination Engagement Strategy Group, LLC The Arc of Ocean County George Street Playhouse Click the icons to view partner spotlights! 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NEWS & BLOG Monday, July 14, 2025 Rutgers CESP Showcases Innovative CS Education Tools at CSTA 2025 Conference Rutgers CESP and a participant from the Rutgers EIR project shared two key resources at the premier CS education conference: an engaging Scratch programming project that has students create arcade-style games, and a tool that helps educators evaluate and select middle school computer science curricula. Read More Tuesday, July 1, 2025 Unpacking Six Years of High School Computer Science Participation New study shows computer science enrollment in high schools grew from 10% to 15% over six years, but gender gaps are widening. Read More Thursday, June 12, 2025 Bridging the Professional Learning Gap in Rural Schools New study of 500+ rural educators reveals 80% receive professional development in one-time sessions outside school hours, while teachers want hands-on, collaborative learning during the school day to better serve the 12+ million rural students nationwide. Read More Sunday, June 1, 2025 Partnering for Progress: Strengthening EDGE through Program Evaluation Program Director Perry Sandler partnered with Rutgers CESP to strengthen evaluation of the EDGE program for vision-impaired students. The collaboration enhanced data collection, organized programming into themed quarters, improved outreach, and delivered measurable results including increased student confidence and record program enrollment. Read More Thursday, May 8, 2025 Building a Strong Computer Science Foundation at Randolph Middle School With support from Rutgers EIR, Randolph Middle School reimagined computer science education through hands-on lessons, cross-curricular integration, and teacher-led innovation, tripling student enrollment and transforming how CS is taught. Read More Load More

Back to News CESP Develops Workshop to Prepare Elementary Educators for CS Standards Initiative helps teachers without CS backgrounds implement New Jersey's K-5 requirements The K-5 Computer Science Standards Workshop featured hands-on model lessons like graphing with Skittles and cup stacking algorithms to build educators' content knowledge and pedagogical skills. Participants reported increased confidence in teaching CS concepts, and findings were published in Technology & Engineering Education journal. By Anna Lasek, Communications Assistant at Rutgers CESP As computer science (CS) is developing in K-12 education across the U.S., states like New Jersey are implementing CS learning standards starting in elementary school. While this move promises to expand access and equity in computing education, it also tests preparedness. What can we do to prepare educators, especially those without a background in CS, to effectively teach these concepts? A recent professional learning initiative led by the Rutgers Center for Effective School Practices (CESP) addressed all of these factors straight on. CESP designed a workshop dedicated to building the content knowledge and pedagogical skills of educators who are implementing New Jersey’s K–5 Computer Science Student Learning Standards to the curriculum. Why start early? Computer science education isn't only to prepare students to work as software engineers or computer programmers. CS education allows students to develop nuanced approaches to problem-solving and cultivates a computational thinking mindset that will be useful, if not necessary, for any career path in our technology-driven world. Early exposure to computing can reduce gender-based stereotypes and promote equity by engaging all learners. However, access to CS education remains uneven. In New Jersey, despite 88% of high school students attending schools that offer CS, only 7.1% enroll in foundational courses. Disparities vary among various demographics including among female students, Black and Hispanic students, and students with disabilities. CS in the elementary curriculum allows educators to address these gaps earlier. The CS Standards Workshop: An Overview The K–5 Computer Science Standards Workshop was created in direct response to these needs. Key features of the workshop included: Model Lessons : Participants experienced standards-aligned lessons firsthand, such as: Graphing with Skittles : A colorful, hands-on data visualization activity using bar graphs and spreadsheets. Cup Stacking Algorithms : A tactile introduction to algorithmic thinking and decomposition using plastic cups and directional symbols. Immediate Application : Following each lesson, educators reflected on how it could be adapted to their classrooms and collaboratively developed new lesson plans in breakout groups. Active Learning & Collaboration : Each day included structured opportunities for discussion, co-creation, and reflection—practices known to improve retention and pedagogical transfer. Independent Quest : Between the two workshop days, participants explored a CS standard in greater depth and contributed resources or ideas to a shared digital repository. Virtual and Asynchronous Support : Materials were mailed to participants ahead of time, and a shared drive of resources remained accessible after the workshop for ongoing collaboration. What We Learned Valuable insights from various educators were shared in surveys and collaborative documents. Before the workshop, the biggest perceived challenge was lack of CS subject knowledge. Other systemic challenges like overloaded curricula and limited instructional time were seen as harder to overcome. However, this workshop provided educators more knowledge and understanding of what CS is, how to navigate various challenges, and how to teach the subject matter to students more effectively. Importantly, attendees expressed strong interest in continued CS-focused PD and sought more lessons, tools, and guidance on equity and inclusion. Moving Forward Building educator capacity and understanding is critical foundation to offering high-quality, sustainable CS education. As CS enters elementary spaces, all educators should receive organized and intentional professional learning to develop their own content and pedagogical knowledge around CS. It gives educators the opportunity to digest all of this information and share it with their students effectively. The success of this workshop also offers insights for PD providers, policymakers, and school leaders. Key takeaways include: Professional learning should be active, applied, and collaborative. Teacher preparation must account for the diverse roles delivering CS content. Workshops must prioritize DEIA from the start to ensure CS instruction is inclusive and accessible. Ongoing support and shared resource hubs are useful resources for educators and should be accessed throughout. As more states adopt K–12 CS standards, we can equip educators not only to teach CS—but to teach it well. You can read more about the K–5 Computer Science Standards Workshop in our article, Building Elementary Computer Science Educators' Capacity: A Workshop to Improve Content and Pedagogical Knowledge , published in Technology & Engineering Education (Vol. 2, Iss. 3). Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

The Rutgers University Center for Effective School Practices is a research and evaluation center within the Graduate School of Education dedicated to excellence and integrity in research and evaluation across educational contexts for over 25 years. Excellence & Integrity in Research & Evaluation For over two decades, Rutgers CESP has connected a broad range of stakeholders to research evidence and best practices through authentic collaboration, high quality technical assistance, and real opportunities for growth and development. View Our Services See Our Work Read Our Research Get in Touch The Center for Effective School Practices Rutgers CESP is a research and evaluation center within the Graduate School of Education dedicated to facilitating the translation of research into best practices and building the capacity of the educational community through collaborative structures that capitalize on short-cycle improvement and ongoing evaluation. With over 25 years of expertise, Rutgers CESP has a record of excellence and integrity in research and evaluation across educational contexts. Research Drawing on expertise in study design, mixed methods research, and data analytics, Rutgers CESP regularly leads and collaborates on projects to output high-quality research. Evaluation With expertise in the application of many evaluation frameworks, Rutgers CESP partners with organizations to understand outcomes, drivers of success, and areas for growth. Education For over 25 years, Rutgers CESP has reached across educational contexts to facilitate collaboration, create learning opportunities, conduct educational audits, enrich practice, and more. Development Through strategic planning, needs assessments, project management, and more, Rutgers CESP is a strong partner in planning, implementation, scaling, and dissemination. Meaningful Projects Rutgers CESP's work cuts across levels and domains. From K-12 and higher education, workforce development, training programs, and beyond, our work has included computer science, public health, biomedical training, translational research, and more. Our center has a proven history of applying a deep understanding of best practices in research in education across contexts. As an agile team, we stand ready to respond to the evolving needs of our communities, our partners, and our society. See All Projects Biomedical Excellence Achieved through Coaching Networks (BEACON) National Institutes of Health Hypothesis-driven research examines the impact of individualized coaching on biomedical Ph.D. students in terms of short-term outcomes (e.g., self-efficacy, resilience, reduced anxiety, depression) and sustained positive effects (degree persistence, goal attainment, ease in career transitions, tangible scholarly outputs). Extending the Computer Science Pipeline: Enhancing Rigor and Relevance in Middle School Computer Science U.S. Department of Education Rutgers researchers are collaborating with partner schools and industry and education experts to develop and implement a technical assistance framework that involves tailored, purposeful professional learning in the integration and expansion of middle school computer science (CS), with a focus on universal access to computer science education. Employment, Development, Guidance, and Engagement (EDGE) N.J. Commission for The Blind As the external evaluator, the center collaborates with EDGE stakeholders to assess the program’s efficacy and impact. The comprehensive evaluation involves detailed reviews of program implementation, mentor and staff engagements, student achievements, and overall outcomes. New Jersey Alliance for Clinical and Translational Science (NJ ACTS) National Institutes of Health In the capacity of internal evaluator for NJ ACTS, the center works within the large-scale project that involves health care providers and clinical researchers across Rutgers Health, New Jersey Institute of Technology, and Princeton University. The Latest News CESP Events Rutgers CESP Showcases Innovative CS Education Tools at CSTA 2025 Conference Rutgers CESP and a participant from the Rutgers EIR project shared two key resources at the premier CS education conference: an engaging Scratch programming project that has students create arcade-style games, and a tool that helps educators evaluate and select middle school computer science curricula. Read More Research Unpacking Six Years of High School Computer Science Participation New study shows computer science enrollment in high schools grew from 10% to 15% over six years, but gender gaps are widening. Read More Spotlight Partnering for Progress: Strengthening EDGE through Program Evaluation Program Director Perry Sandler partnered with Rutgers CESP to strengthen evaluation of the EDGE program for vision-impaired students. The collaboration enhanced data collection, organized programming into themed quarters, improved outreach, and delivered measurable results including increased student confidence and record program enrollment. Read More See All News Informed Services Rutgers CESP is your trusted partner for work that matters . The dynamic, cross-cutting nature of Rutgers CESP's work makes our center an excellent partner in many scenarios. At the heart of all our services lies authentic collaboration, ensuring there is meaning and purpose to our work, and fostering and maintaining open and honest channels of communication. If you are interested in partnering with us on your next project, big or small, or are looking for more information on any of our services, please reach out ! We look forward to learning more and moving forward, together. Our research and evaluation work generates new knowledge through rigorous investigations and enables informed decision-making. We also welcome partners for research projects/grants. Grant Services Program Evaluation Research Project Partnerships Research & Evaluation Design Research & Evaluation Partner with experts to uncover knowledge and insight through high-impact studies. Learn More Our development services empower educators, leaders, and professionals through targeted, flexible learning opportunities. Professional Development Leadership Development Educator Learning PLC/Collaboration Facilitation Data-Use Capacity Evidence-based Decision Making Development & Training Build capacity through customized training and professional growth. Learn More With educational audits, we offer a wide array of services to understand educational access, participation, and outcomes. Multi-Tiered Systems of Support (MTSS) Response to Intervention (RTI) Program Audits Scheduling Graduation Rates & Pathways Curriculum Audits Educational Audits Understand the efficacy of educational programs and their impacts on learners. Learn More We deliver robust data analysis and interpretation, grounded in rigorous methodology and effective communication. Case Studies Data Analysis Statistical Methods & Design Interpretation & Action Data & Analytics Transform data into clear, actionable insights with purposeful and rigorous methods. Learn More We collaborate with clients to plan, implement, sustain, and scale high-impact work through tailored support and guidance. Needs Assessments Strategic Planning Grant Planning Program Conceptualization Policy Implementation Support Communication & Dissemination Strategy Planning & Implementation Understand the efficacy of educational programs and their impacts on learners. Learn More If your project doesn’t fit within our listed services, we’re still here to help. Reach out to discuss how we can support your goals. Custom Solutions Collaborate with us for solutions tailored to your unique needs. One size does not fit all. Contact Us

Back to News Rutgers CESP Showcases Innovative CS Education Tools at CSTA 2025 Conference Team presents Scratch Arcade project and curriculum selection strategies Rutgers CESP and a participant from the Rutgers EIR project shared two key resources at the premier CS education conference: an engaging Scratch programming project that has students create arcade-style games, and a tool that helps educators evaluate and select middle school computer science curricula. By Anna Lasek, Communications Assistant at Rutgers CESP Last week, CESP's David Amiel and two teachers from Roselle Park participating in the Extending the CS Pipeline project attended the 2025 Computer Science Teachers Association (CSTA) Annual Conference. This premier gathering brings together educators, researchers, and advocates to share innovative ideas for advancing computer science education. Rutgers CESP has been actively contributing to CS education for many years through projects like the NSF-funded CS-TLC RPP initiative and the ongoing USDOE EIR project. At this year's CSTA conference, CESP presented two sessions that highlighted their latest work: a poster presentation on the Scratch Arcade project and a session on curriculum selection strategies featuring the CS Curriculum Crosswalk tool. Cristen Sedelmaier, Kristen Hickman, and David Amiel take a selfie at the CSTA 2025 Annual Conference! 🎮 The Scratch Arcade: Engaging Middle School Students Through Game Design The Scratch Arcade—a collaborative project developed in partnership with teacher Kristen Hickman (and 2023 County Teacher of the Year) from the Roselle Park School District, is designed to introduce students to Scratch Programming through an interactive, multi-stage design project. In a few weeks, students develop essential programming skills, implement them in Scratch, develop their own arcade-style game, give and use constructive peer feedback, and host a class arcade day! Structured over 12 class sessions, the project emphasizes: Core CS concepts like loops, conditionals, variables, and debugging Engagement through peer feedback, collaborative programming, and a culminating game fair Cross-curricular connections to art, math, and ELA Flexible scaffolds to support different learning types CESP's poster to share The Scratch Arcade, entitled "The Scratch Arcade: Deeper Learning & Authentic Engagement through Sustained Design & Collaboration" Through this project, students learn not only the process of coding, but also explore "real-life" programming (sustained attention on the same project, peer feedback, etc.). The project opens the doors to many great class discussions, such as the impacts of gaming on society and our well-being, ethics and ownership of technology, and game design! The Scratch Arcade can be adapted broadly across grade levels and include many ways to scaffold and differentiate materials and requirements for a variety of learners. 👉 Explore the free Scratch Arcade lesson materials here: go.rutgers.edu/scratcharcade Curriculum Considerations: Making Informed, Equitable Decisions In CESP's presentation at CSTA, David Amiel aimed to help educators explore computer science curricular resources and methods. Our presentation offered a three-phase process for the use of curricular resources: locating, evaluating, and adapting. Although this process is obvious, breaking down this commonplace task systematically gives us a framework to discuss and optimize each of the pieces (hey, we're using our computational thinking!). This encourages educators to make equitable and purposeful decisions about the topics they teach, and the ways they approach it. This presentation focused on the evaluating phase and invited educators to consider resources' content, context, and logistics. View from the hotel and convention center at CSTA 2025 in Cleveland The presentation also discussed the Middle School CS Curriculum Crosswalk, a free online tool that compares eight popular middle school CS programs across content, context, and various dimensions of execution. Whether you’re looking to replace an entire course, add a project, or supplement a lesson, this resource helps you choose the right fit for your students and setting. In addition to compiling logistic information about curricula in one place, the Crosswalk also includes contextual and informed guidance, such as spotlights, expert takes, and implementation considerations. When considering a lesson: Start with a specific instructional need. Approach topics and lessons with purpose so that students walk away with concrete knowledge and understanding of various topics. Use relevance and feasibility factors (e.g., standards, materials needed, lesson duration) to guide your review Adapt—don’t adopt—resources; make them your own and do your best to reach multiple learning types. 👉 Access the CS Crosswalk here: go.rutgers.edu/CSCrosswalk Many ribbons to choose from at CSTA! Which are you grabbing? From tools that empower curricular choices to projects that center student creativity, connecting with other educators, learning from their expertise, and sharing our own at CSTA 2025 reaffirmed CESP’s commitment to engaging computer science education. We’re grateful for the conversations, connections, and shared vision of what CS education can be, and a special shout-out to our co-presenter Kristen Hickman from Roselle Park! Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to News Rutgers University Hosts 7th Annual Computer Science Summit Over 200 attendees gathered to discuss the present and future of computer science education and explore the emerging impacts of artificial intelligence and cybersecurity. Rutgers CESP and the Department of Computer Science hosted the 7th Annual Computer Science Summit, gathering educators, researchers, policymakers, and industry professionals to discuss emerging trends, best practices, and the future of computer science education. By Anna Lasek, Communications Assistant at Rutgers CESP On December 13th, 2024, the Rutgers University “Extending the CS Pipeline” project team, a collaboration between Rutgers CESP and the Department of Computer Science, hosted the 2024 Rutgers University Computer Science Summit, marking the seventh of the "almost annual" event. More than 200 participants, including educators, researchers, policymakers, and industry professionals, gathered to share insights, build connections, and discuss practical approaches to advancing computer science education. Focus on AI and Cybersecurity This year’s Summit highlighted two significant and timely topics: artificial intelligence (AI) and cybersecurity. As these areas continue to grow in importance within the field of computer science, the event provided educators with practical tools, lesson plans, and strategies for integrating these concepts into their classrooms. One of the keynote presentations, delivered by Michael Geraghty from the New Jersey Cybersecurity and Communications Integration Cell (NJCCIC), focused on preparing the next generation of cybersecurity professionals. Geraghty discussed the evolving demands of the field and how educators can adapt their teaching to meet these needs, emphasizing the importance of community collaboration in addressing emerging challenges. Another keynote, presented by Natasha Singer, a journalist at The New York Times, explored the complexities of AI in educational settings. Her talk, titled “Magic or Tragic? How One Reporter Covers A.I. Hype in Schools” , delved into the realities of using AI tools in classrooms and the ethical challenges that can arise. Singer shared insights from her work on how schools are navigating both the potential benefits and risks of generative AI technologies and how AI compares to other high-profile, "hyped" technology trends. Practical Workshops and Hands-On Learning The Summit’s agenda featured a range of breakout sessions designed to provide practical takeaways for educators. Topics covered included integrating AI into existing curricula, strategies for cybersecurity education at various grade levels, and how to address challenges related to certification and state standards. One notable session, “ChatGPT for Learning: Do’s and Don’ts” , offered practical guidance on leveraging generative AI tools while maintaining academic integrity. Another workshop explored the use of eSports as a way to engage students in computer science, demonstrating how gaming can serve as an entry point for technical skills. Attendees also participated in discussions on fostering inclusivity within computer science education. For instance, a session led by Dr. DaQuan K Bashir focused on building a sense of belonging in academic spaces, emphasizing how inclusive environments can support student success. Encouraging Collaboration and Community Building Participants appreciated the opportunity to hear from diverse voices, including K-12 educators, curriculum developers, state education representatives, and industry experts. Feedback from attendees highlighted the value of networking and sharing practical experiences, as well as the chance to discuss policy developments and curriculum innovations. The Summit also served as a platform for Rutgers grant participants to present their own projects and lessons learned, helping embed the outcomes of the “Extending the CS Pipeline” initiative into broader community practices. As part of the event follow-up, the team plans to make resources and presentation materials available in the Rutgers CESP Resource Library, including a paper detailing the Summit’s design and its impact on educators and students. Continuing the Conversation Rutgers University is committed to fostering ongoing collaboration and knowledge sharing in computer science education. The Summit provided a valuable space for educators to reflect on their practices, learn from each other, and gain new ideas for teaching in an evolving field. We invite community members to explore the materials from the event and share their feedback. Stay connected with us through the Rutgers CESP Resource Library, where we will be making various products and resources from the summit available over time. All presentation slides and other materials shared by presenters are available on the event website . Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to News Building a Strong Computer Science Foundation at Randolph Middle School Shining the spotlight on Randolph Middle School's computer science program, redesigned through the Rutgers EIR project With support from Rutgers EIR, Randolph Middle School reimagined computer science education through hands-on lessons, cross-curricular integration, and teacher-led innovation, tripling student enrollment and transforming how CS is taught. By Anna Lasek, Communications Assistant at Rutgers CESP During the first two weeks of Randolph Middle School’s introductory computer science course, students don’t even touch a keyboard. Instead, they rewrite stories using emojis, analyze familiar music in 8-bit quality, and watch videos ranging from low- to high-definition. “This teaches them core computer science lessons like data storage and abstraction using concepts they already understand,” explains Science Supervisor Melissa Strype. This creative, accessible, and interdisciplinary classroom approach is just one element of the school’s new computer science education strategy, developed in partnership with the Center for Effective School Practices (CESP) at Rutgers University. For the past three years, CESP has contributed professional development, curriculum, and assessment support for Randolph’s teachers and administrators alike. And the results speak for themselves: enrollment in the school’s elective computer science extension course has tripled, and what was once a barely filled section has grown to nearly 80 students. “That’s a success,” says Strype, “and it’s a direct result of the changes we made to our courses, thanks to the Rutgers EIR program.” Rutgers EIR, formally known as “Extending the Computer Science Pipeline,” is a six-year federally funded research grant that partners diverse CESP experts with New Jersey middle schools to modernize computer science instruction from the inside out. CESP’s approach is deeply collaborative and relationship-focused, working side by side with teachers and administrators to define goals, co-create implementation plans, and make data-informed adjustments along the way. “They are wonderful to work with, always available, knowledgeable, and helpful,” says Strype. “They understand our time and budget constraints. And they’re honest. If something isn’t working, they tell us. That kind of honesty is what leads to real improvement.” Education Transformation CESP hit the ground running at Randolph Middle School with institution-wide professional development centered on computer science education. As the school’s first training of this kind, it focused on what computer science is, why it matters, and how it can be integrated across disciplines. Then, teachers collaborated to identify how they were already using computer science principles, often without realizing it, and brainstorm simple, meaningful ways to go even further. “At one point, computer science was taught in isolation,” says Strype. “Now, thanks to CESP’s support, every teacher in our district—from physical education to English—has been trained to embed computer science into their lessons.” Next, CESP helped teachers and administrators interpret new computer science curriculum standards, led an audit of existing programs, and held more than 20 sessions over the summer to rework the school’s curriculum into something both rigorous and engaging. “Then, they worked with teachers to develop lessons so they were empowered to teach the new material once they went back to the classroom,” Strype adds. Now in its third year, the partnership includes robust data collection and analysis to refine the improvements made so far. For example, administrators are now tracking which classes best prepare students for advanced computer science coursework, where roadblocks appear, and how to make recruitment even more inclusive. “Schools shouldn’t overlook the gift of time, expertise, and one-on-one support,” Strype says. “It’s not just about funding—it’s about having the right people beside you.” Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to News CESP Showcases Computer Science, Partnering Educator, and Ice Cream at NSTA Rutgers CESP's David Amiel and Roselle Park CS teacher Cristin Sedelmaier share an ice-cream-themed CS and design project at the 2025 NSTA Conference in Philadelphia Ever wondered how to blend ice cream, computer science, and design into a hands-on experience for students? Through the Rutgers EIR project, Rutgers University and Roselle Park Middle School joined forces to create an exciting - and delicious - project that does just that! They share this lesson with educators from across the country at the 2025 National Conference on Science Education. By Anna Lasek, Communications Assistant at Rutgers CESP Computer science (CS) is more than just programming. It’s an essential skill that helps students understand and shape the world around them. Engaging students in CS by connecting it to their lives and other disciplines fosters interest and demonstrates its relevance, making it clear that CS is a field for everyone. Projects that merge CS with creativity and real-world applications are an important part of building this connection, especially for younger learners. As part of the ongoing Rutgers EIR grant project, researchers at Rutgers CESP have partnered with middle school educators across the state to make targeted enhancements to their CS and related instruction to increase relevance and engagement, and deepen students understanding and knowledge of CS. Through this work, Rutgers CESP has partnered with middle school CS teachers at the Roselle Park School District. Together, they built on an existing entrepreneurship and design project to create a unique, hands-on project that explores key CS concepts like networking, web development, and data analysis! David Amiel and Cristin Sedelmaier showcased this innovative lesson to a national audience at the 2025 National Conference on Science Education, hosted by the National Science Teachers Association (NSTA) in Philadelphia on March 27, 2025. The Scoop on the Project Students take on the challenge of planning and creating a fictional ice cream shop. Through the process, students develop entrepreneurial skills by conducting market research and designing a shop around a theme of their choice while exploring other concepts, such as: Networking, the Internet, and websites Internet safety and networking Data collection, analysis, and use The engineering design process (EDP) and 3D modeling Students start by creating a logo for their parlor, while also learning about logos, what makes them successful, and how they use colors, shapes, and type. Then, students design other print products and merchandise (such as menus, social media posts, t-shirts, stickers, and store signage). Through this portion of the project, students learn about marketing, design, and the use of graphics programs like Canva. Next, every great ice cream store needs a website! But... what is the internet? Why are there tubes along the ocean floor? Students learn about networking and the Internet before creating their own website using Google Sites (a structured and controlled environment) - learning about what should and should not be posted online. A Fully Customizable Experience There are many other components of the project to explore, like building a 3D model of the store or surveying friends and family about flavors and toppings and using that data to make decisions (but first, what is data? and how to we understand it?). From there, the possibilities are endless! Teachers can adapt this project to meet their classroom needs by focusing on concepts like branding, web design, data analysis, and 3D modeling. The project’s flexibility allows for extended learning with activities such as: Researching how ice cream is made Creating recipes and developing algorithms Exploring nutrition and food safety Modeling basic business costs and revenues This customizable approach empowers students to take ownership of their learning and gives educators the flexibility to easily modify and differentiate the learning experience. Although the project was implemented in a 7th grade technology course, it can easily be taught in other classes, engage learners of different grade levels, and be extended/shortened to different lengths by adding/removing components. Why Teach Computer Science, Entrepreneurship, and Design? This project aligns with many important CS learning standards. It encourages computational thinking through website design, data analysis, and decision-making, explores real-world applications of tools in various disciplines, and promotes digital literacy with discussions on internet safety, privacy, and networking. Of course, additional learning objectives are met for science, technology, and the visual arts! I Importantly, the project also incorporates structured collaboration through period peer feedback. It can also be easily modified to be a team effort - developing even more collaboration skills as students work together to develop their ice cream shops. The lesson also encourages students to think about entrepreneurship and technology from multiple perspectives: Purpose – Why do businesses need branding and a digital presence? Function – How do websites, data, and design impact business success? Impact – How do business and technology decisions shape industries and communities? Ready to Dig In? The poster from the NSTA presentation is now available in the research archives on our website. The full lesson package, including supplementary materials and ready-to-use instructional guides, will be available as a resource. If you implement the project, be sure to share your extensions, modifications, and favorite flavors with us! Reach out to us with questions, ideas, and feedback on social media using #RUCSReady or by email at david.amiel@rutgers.edu . Explore shared resources below: Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to News Unpacking Six Years of High School Computer Science Participation What Enrollment Data Reveal About CS Participation Trends and Equity Gaps New study shows computer science enrollment in high schools grew from 10% to 15% over six years, but gender gaps are widening. By Anna Lasek, Communications Assistant at Rutgers CESP High school courses are often students’ first formal introduction to the field of computer science (CS), shaping their understanding of the discipline and how (if at all) they they see themselves in it. In our technologically evolving world, CS education helps us nuture tomorrow's problem-solvers, creators, and professionals across every discpline. Foundational CS courses introduce students to computing, build critical thinking and analytical skills, and open doors to a wide range of careers. But how many students are actually taking CS courses? And who’s being left out? A new study from the Rutgers University Center for Effective School Practices analyzes six years of CS enrollment data to provide valuable insights. You can view the full report available freely online here . What the Data Show: Participation Trends from 2018 to 2024 Using de-identified course enrollment data from nearly 16,000 students acrosss seven suburban, public high schools, the study examines who is taking CS classes - and who isn't. It distinguishes between foundational courses (like introductory programming or robotics) and advanced courses (such as AP courses and higher-level electives), and breaks down participation by sex and race. Key findings include: Participation Is Growing—But Slowly and Unevenly Overall CS course enrollment grew from 10% in 2018–2019 to 15% in 2022–2023, before dropping slightly to 13% in 2023–2024. While the increase is encouraging, the recent decline signals a need for attention: Is this a temporary dip, or an early warning sign? Gender Disparities Are Deepening One of the clearest findings: girls continue to be underrepresented in CS. Female participation dropped over time and remained steady around 7% by 2023–2024, exactly where it was six years prior. Meanwhile, over the same period of time, male participation rose from 13% to 18%. This growing gender gap highlights an urgent need to rethink how CS is marketed, delivered, and supported to female learners. Racial Participation Patterns Are Complex Asian students consistently had the highest CS enrollment, peaking at 24% in 2022–2023. Hispanic students showed encouraging growth, briefly surpassing their Black and White peers, but did not sustain those higher rates. Participation among Black and White students remained relatively stable over the six years, around 10–12%. These trends call for deeper research into how school demographics, cultural factors, and local policies influence CS access and interest. Foundational Courses Drive Overall Trends Most CS participation comes from foundational courses, which are typically more accessible and may serve as entry points for students new to computing. From 2021–2022 onward, male and female participation in these courses diverged sharply, with the gender gap reaching its widest point in 2022–2023 (16% of males vs. 7% of females enrolled). Participation in Advanced Courses Remains Low—and Skews Male Advanced CS courses have much lower enrollment across the board, in part due to pre-requisite structures, as many require first taking a foundational course. In 2020–2021, only around 5% of high school students enrolled in an advanced CS course, and the male participation rate was more than 3 times higher than that of female students. Moreso than foundational courses, access to advanced CS courses varies across schools, and many students may never get the opportunity to explore more specialized CS topics. This bottleneck in the CS pipeline deserves close attention from administrators and policymakers. Where Do We Go From Here? Although most high schools offer foundational computer science courses (86% in the 2022-2023 school year), taking a CS course is not a graduation requirement. Thus, access isn’t enough and doesn't automatically imply participation , especially among students in sociodemographic groups historically underrepresented in CS. Results confirm what research consistently shows: engagement and equity remain real challenges within CS education. Research also offers us some strategies for what we can do about it, such as: Engage underrepresented students, particularly girls and students of color, by connecting CS to their interests and lived experiences. Develop inclusive curricula that emphasize collaboration, creativity, and real-world problem-solving. Invest in teacher training and support systems that make CS welcoming and accessible to all students. Monitor and evaluate course offerings, prerequisites, and student outcomes to ensure equitable access to both foundational and advanced pathways. CS education must evolve to keep pace of the diverse educational landscape. This study offers a valuable lens into where we are—and where we need to go. The takeaway is clear: if we want a future where all students can participate in CS (and we do!), we must take effective action in and out of the classroom. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to News Bridging the Professional Learning Gap in Rural Schools Supporting Rural Educators through Job-embedded Professional Learning New study of 500+ rural educators reveals 80% receive professional development in one-time sessions outside school hours, while teachers want hands-on, collaborative learning during the school day to better serve the 12+ million rural students nationwide. By Anna Lasek, Communications Assistant at Rutgers CESP In the heart of rural school districts, where educators wear many hats and professional isolation is often the norm, meaningful professional learning and development is a necessity to better equip educators with the knowledge and skills they need and promote student success. A study from the 100k in 10 initiative, featuring co-author Dr. Cynthia L. Blitz from the Center for Effective School Practices, Exploring Job-Embedded Professional Learning in Rural Schools, sheds light on how rural teachers experience and percieve professional development (PD). The full report, which also explores what changes are needed to make PD more effective and sustainable, is available freely online . Why Job-Embedded Professional Learning Matters Rural educators frequently report feeling disconnected from broader professional networks. Unlike their peers in urban and suburban schools, many rural teachers lack access to broader departmental structrues, instructional coaches, or even colleagues who teach the same subject. Standalone PD workshops—often delivered as one-time “sit-and-get” sessions, do not adequately address the ongoing, real-time challenges teachers face in the classroom over the span of a school year and beyond. As an alternative model, the study explores the role of job-embedded professional development: learning that happens during the school day, in context, and collaboratively. This type of professional learning is grounded in classroom practice and supported by peers and instructional leaders. It can be a game-changer for improving instruction and student outcomes and is particularly relevant for rural eduators. What the Study Found The study surveyed over 500 educators across 22 states in late 2020, the majority representing rural communities. Here are key takeaways: One-Time Events Still Dominate: Over 80% of teachers said most professional learning occurs outside of the school day and is delivered in one-time sessions. Limited Collaboration Time: While 71% said they collaborate with peers, only 38% reported having dedicated time in their schedules to do so. Discrepancy in Perceptions: Administrators rated the quality and embeddedness of professional learning more favorably than teachers did—highlighting a potential disconnect in how professional learning is experienced vs. how it is perceived by leadership. Barriers Are Significant: Teachers identified a lack of scheduled time, financial resources, and relevant learning opportunities as top barriers to effective professional learning. Teachers Want Relevant, Practical Learning: Hands-on implementation, curriculum-aligned strategies, and time to collaborate with peers were named as the most impactful forms of professional learning. They want to be involved in the decision making process and provide their input to what feedback and professional development often looks like. Moving Toward Solutions To address these gaps, the authors call for systemic changes that prioritize professional learning as a core function of rural schools. Recommendations include: Rethinking school calendars and staffing to make time for embedded learning and professional development. Leveraging technology to connect rural educators with coaches, experts, and each other to improve experiences for students and instructors in the classroom. Providing financial support so rural schools can afford high-quality, subject-specific PD. Fostering networks and partnerships that reduce isolation and share resources across districts. Over 12 million students attend rural schools in the U.S., many in which communities face deep economic and educational challenges. Ensuring that their teachers have access to effective, embedded professional development is not only a matter of equity but key to success for students. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link