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Back to Our People Fran P. Trees, D.P.S. Teaching Professor e : p : fran.trees@rutgers.edu (848) 445-7299 Download CV Education : Affiliations : Biographical Highlights Fran Trees is a Teaching Professor in the Computer Science Department at Rutgers. She also works closely with Rutgers CESP preparing teachers to successfully implement CS courses into their curricula. Her research interests are in CS Education, focusing on broadening participation and incorporating active learning in the CS classroom.

Back to Research A Case Study of a CS Research Practice Partnership: The Computer Science Teaching & Learning Collaboratory Cynthia L. Blitz Rutgers University research professor Cynthia L. Blitz presented 'A Case Study of a CS Research Practice Partnership (RPP)' in 2019 at the Pennsylvania Computer Science for All Summit. The presentation featured an overview of the Rutgers University Computer Science Teaching and Learning Collaboratory (CS-TLC), a researcher-practitioner partnership between school districts in New Jersey and Pennsylvania and Rutgers University's Center for Effective School Practices and Department of Computer Science. The collaboratory's main objective is to broaden the participation of historically underrepresented student populations in computer science through rigorous and equitable practices. Topics discussed in the presentation include: The value of CS-TLC to participants and to the field of computer science education in general. Aspects of CS-TLC considered to be the most useful and potentially beneficial to other districts, such as using enrollment and student satisfaction data for planning and expanding computer science offerings. Broadening participation through the use of collaborative learning structures, integration with school counseling, and consideration for how course sequencing and specialty courses could influence students' attitudes toward computer science. Ways to think about and organize computer science education that systemically builds upon the Computer Science Teachers Association standards. June 2019 Pennsylvania Computer Science for All Summit Harrisburg, Pennsylvania, USA An overview of the Rutgers Computer Science Teaching and Learning Collaboratory describes the partnership between school districts and Rutgers' Center for Effective School Practices and Department of Computer Science. Citation Blitz, C. L. (2019, June 27). A Case Study of a CS Research Practice Partnership: The Computer Science Teaching & Learning Collaboratory [Conference presentation]. Pennsylvania Computer Science for All Summit 2019, Harrisburg, PA. https://www.pattan.net/Events/Conferences/Course-2612/Events/Session-33140 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Information Overload: Navigating Computer Science Resources without Reinventing the Wheel Cynthia L. Blitz Rutgers Center for Effective School Practices research professor Cynthia L. Blitz presented 'Information Overload: Navigating Existing CS Resources Without Reinventing the Wheel' at the Conference for Research on Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT) in 2019. Grounded in the work of the center's National Science Foundation-funded Computer Science Teaching and Learning Collaboratory (CS-TLC), the presentation reviewed how to overcome the well-documented challenges of information overload within the realm of navigating the plethora of existing computer science education resources and opportunities. Presentation topics included: How users use technology is a factor in determining its usefulness. Engaging users themselves in a systematic process co-designing the knowledge management and collaboration systems they will ultimately use. The iterative five-step process of co-designing, which includes vision articulation at the onset. February 2019 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Minneapolis, Minnesota, USA DOI: 10.1109/RESPECT46404.2019.8985683 Strategies for efficiently accessing relevant computer science education resources are presented with guidance for engaging users to design knowledge management and collaboration platforms. Citation Blitz, C. L. (2019, February 27). Information Overload: Navigating Existing CS Resources Without Reinventing the Wheel [Poster presentation]. 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), Minneapolis, Minnesota, USA. https://doi.org/10.1109/RESPECT46404.2019.8985683 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

RESOURCES Home / Insights / Resources / Professional Resources Our center’s commitment to building the capacity of education stakeholders to develop and deliver high-quality, evidence-based instruction and learning opportunities is a point of pride. To support and shape best practices within and beyond educational contexts, the Center for Effective School Practices creates professional resources that aim to bolster practitioners’ abilities to improve learning among individuals, teams, groups, and entire institutions. Featured Resource Explore and Compare Introductory Computer Science Curricula Explore and Compare Introductory Computer Science Curricula This tool features detailed information on eight different curricula for middle school introductory computer science, including approaches to teaching, whether through games, storytelling, or other engaging methods. Access the Resource Resource Collection Many of the resources listed here were developed in alignment with the center’s recent focus on scalable mechanisms for improving computer science education across the K-12 continuum. You also will find resources for recruiting schools to participate in research. Explore these sets of practitioner-facing resources, such as lesson packages, curricula development guides, professional development content, and other ready-to-use materials. We will continue to post new resources on this webpage, so check back often and follow our center on social media for updates. Year Resource Description Tags 2025 Common Online Math Platforms at a Glance: Reference Sheets Consise and printable one-pagers summarizing five widely used online math learning platforms: ALEKS, Beast Academy, DreamBox, IXL, and Khan Academy. mathematics; educator resources; ALEKS; Beast Academy; DreamBox; IXL; Khan Academy 2025 Computer Science, Entrepreneurship, and Design – An Enticing Approach! A creative, hands-on project where middle schoolers design ice cream shops while learning computer science, entrepreneurship, data analysis, website creation, and 3D modeling. computer science education; entrepreneurship; curriculum resource; interdisciplinary learning 2024 School Recruitment Resource Packet This guide describes the center’s outreach process and communication materials, which leverage research recruitment principles related to personalized messaging, potential positive impacts, and incentives. research; schools and districts; outreach and engagement 2024 Middle School Introductory Computer Science Curriculum Crosswalk This tool features detailed information on eight different curricula for middle school introductory computer science, including approaches to teaching, whether through games, storytelling, or other engaging methods. computer science; course and curriculum planning; online tool 2024 Computing Concepts: A Four-Part Professional Development Video Series for Middle School Educators At-your-own-pace video modules in this four-part professional development series include: Impacts of Computing, Networks, The Internet, and Protocols. computer science; professional learning; videos Page 1 of 3

Back to Our People Robert Zywicki, Ed.D., M.B.A. Superintendent in Residence e : p : rzywicki@gse.rutgers.edu (732) 564-9100 x10 Education : Ed.D.; Saint Peter's University M.B.A.; The University of Iowa Tippie College of Business M.A.; Saint Peter's University B.A.; Rutgers University Dr. Robert R. Zywicki is a dynamic and innovative educational leader with over two decades of experience transforming educational organizations. His expertise spans multi-tiered systems of support (MTSS), comprehensive assessment, differentiated instruction, project-based learning, and school finance, consistently delivering measurable results in student achievement and organizational effectiveness. A proven change agent, Dr. Zywicki's tenure as a two-time PK-12 Superintendent of Schools is marked by significant accomplishments including increased graduation rates, expanded special education inclusion, and successful implementation of major capital projects. His transformative leadership has earned numerous accolades, including recognition as a District Thought Leader by Future Ready Schools, a "Superintendent to Watch" by the National School Public Relations Association, and the "Friend of Education" award from the NJEA for "extraordinary contributions to the profession." As an insightful graduate professor, sought-after keynote presenter, and trusted advisor to scores of urban, suburban, and rural districts, Dr. Zywicki delivers strategic coaching to educational organizations and governance boards nationwide. His expertise has been recognized by universities and state agencies, leading to appointments on advisory boards shaping literacy standards, computer science curriculum, interdistrict school choice, and the allocation of federal funds for at-risk learners. Notably, Dr. Zywicki played an instrumental role in the reopening of New Jersey's schools in September 2020, co-authoring the NJDOE's Road Back COVID-19 reentry manual. He has been featured in articles, podcasts, and webinars by Education Week, District Administration, School Administrator, and ASCD. Beyond his professional achievements, Dr. Zywicki demonstrates his commitment to community through coaching youth lacrosse, football, and basketball, and has served as an elected member of his local board of education. His unwavering passion for personalized learning drives his mission to make a meaningful difference for ALL students. Dr. Zywicki is renowned for energizing educational teams and equipping them with actionable strategies to drive meaningful change. His innovative approaches to leadership, instruction, and technology integration continue to open new possibilities for students across the United States.

Back to Research The Scratch Arcade: Deeper Learning & Authentic Engagement through Sustained Design & Collaboration David J. Amiel, Fran P. Trees, & Kristen Hickman The Scratch Arcade project engages middle school students in a multi-week effort to conceptualize, design, and develop arcade games using Scratch programming. Over approximately 12 elective class periods, students explore existing games, blueprint their own arcade game concepts, program their games while meeting specific technical requirements including multiple sprites, costume changes, variables, loops, and conditionals, and participate in peer review and beta testing phases. The project culminates with a class arcade celebration where students showcase their completed games, followed by reflection and debriefing discussions about their learning process and takeaways. The project emphasizes three key principles: authentic engagement through creating games for real audiences in a carnival format, sustained learning through the multi-week development cycle with daily check-ins, and collaborative construction via paired programming and peer feedback. The poster provides comprehensive educational materials including differentiation strategies for both struggling and advanced learners, cross-curricular connections to art, mathematics, and English language arts, and sample rubrics for assessment. All project materials are made freely available for educators to download, adapt, and implement in their own classrooms, with detailed pacing suggestions and daily class agendas provided to support successful implementation. July 2025 Computer Science Teachers Association (CSTA) Annual Conference Cleveland, Ohio, USA A 12-day middle school project where students design, build, and showcase arcade games using Scratch, culminating in a class game fair; promotes relevant, sustained, and engaging CS learning. Citation Amiel, D. J., Trees, F. P., & Hickman, K. (2025, July 8). The Scratch Arcade: Deeper Learning & Authentic Engagement through Sustained Design & Collaboration [Poster presentation]. Computer Science Teachers Association (CSTA) 2025 Annual Conference, Cleveland, Ohio, USA. View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Understanding Sexual Victimization Inside Prisons: Factors that Predict Risk Nancy Wolff, Jing Shi, Cynthia L. Blitz & Jane Siegel This comprehensive research study examines the critical issue of sexual victimization within American prisons, addressing both the prevalence of such incidents and the factors that elevate an inmate's risk of becoming a victim. The study represents one of the most extensive empirical investigations into prison sexual victimization, analyzing self-reported data from approximately 8,000 inmates across 14 facilities operated by a single state prison system, including 12 male general population prisons, one male sex offender treatment facility, and one female facility. The research reveals that while sexual assault remains a relatively uncommon occurrence across all facility types, with rates generally below 5% over a six-month period, the experience of abusive sexual contact is more prevalent. The study found significant variation in victimization rates depending on the type of facility, perpetrator (inmate versus staff), and specific form of sexual victimization examined. The findings demonstrate that certain inmate characteristics consistently elevate the risk of sexual victimization, including prior sexual victimization before age 18, mental health disorders, younger age, and specific demographic factors. Key predictors of inmate-on-inmate sexual victimization among the general male population included mental health disorders, prior sexual victimization, higher education levels, and perceptions of high gang activity within the facility. For staff-on-inmate victimization, risk factors included younger age, African American race, violent crime convictions, and prior sexual abuse. Among female inmates, the most significant predictors were prior sexual victimization and perceptions of gang activity. The research emphasizes that inmates who experienced sexual victimization prior to age 18 were approximately three to five times more likely to report sexual victimization inside prison during the study period. The study's implications extend beyond academic research to practical prison management and policy development. The authors argue that these risk factors should be treated as markers similar to medical risk indicators, informing classification schemes and placement strategies to protect vulnerable inmates. The research supports the need for reliable monitoring systems, scientific measurement methods, and comprehensive staff training to achieve the "zero tolerance" policies advocated by legislation such as the Prison Rape Elimination Act of 2003. September 2007 Criminology & Public Policy | Volume 6, Issue 3 DOI: 10.1111/j.1745-9133.2007.00452.x Research examining factors that predict sexual victimization risk in prison settings, analyzing data from approximately 8,000 inmates across multiple facilities to identify vulnerable populations. Citation Wolff, N., Shi, J., Blitz, C. L., & Siegel, Ja. (2007). Understanding Sexual Victimization Inside Prisons: Factors that Predict Risk. Criminology & Public Policy , 6 (3), 535–564. https://doi.org/10.1111/j.1745-9133.2007.00452.x View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People David J. Amiel, M.S. Research Analyst e : p : david.amiel@gse.rutgers.edu (732) 564-9100 x23 Download CV Education : M.S., Statistics; Rutgers University B.A., Biomathematics/Cognitive Science; Rutgers University Affiliations : American Evaluation Association, AEA American Educational Research Association, AERA CS4NJ Coalition American Statistical Association, ASA Biographical Highlights ￫ Enthusiastic researcher and educator with a strong foundation in statistics, research methodologies, and computer science education. ￫ Experienced in curriculum development, program evaluation, educator collaboration, and mixed-methods research. ￫ Dedicated to using data to advance impactful solutions through shared thought and partnership in academic and professional settings. David Amiel is a Research Analyst at the Rutgers University Center for Effective School Practices (CESP), where he advances the center's agenda through the planning, implementation, and dissemination of rigorous research and evaluation work. In his role at CESP, David works to create and curate knowledge and resources, connect them to relevant audiences in effective ways, and collaborate with partners to apply findings to practice. As an enthusiastic collaborator, David frequently partners with schools, community organizations, and other stakeholders to identify needs, develop interventions, and understand progress towards goals. His work includes the development of data collection instruments, carrying out meaningful and robust data analyses, and gleaning insights to inform CESP's work and support data-driven decision-making among partners. Within education, David draws on his experience as an educator, providing technical assistance, professional learning, and hands-on support to practitioners. David is passionate about making complex ideas accessible and useful through clear communication. Whether working directly with professionals, helping data tell their story, or disseminating the center's research and work at conferences and publications, David works to connect evidence and findings to the audiences they can support. Through the creation of content, publications, and presentations, David works to disseminate and represent the center’s work to diverse audiences of practitioners, researchers, and other professionals. His interdisciplinary training has equipped him with an analytic perspective and skill set that he enjoys applying to help others and address complex challenges within and beyond education. David holds an M.S. in Statistics with a concentration in Data Science and a B.A. in Biomathematics from Rutgers University.

Back to Research Cohort Dynamics and Longitudinal Trends in High School Computer Science Participation Cynthia L. Blitz, David J. Amiel, & Teresa G. Duncan This longitudinal study examines computer science participation trends across three graduating cohorts (2022, 2023, 2024) in six suburban high schools. Using a cohort-based analysis approach, researchers tracked how CS enrollment patterns evolve over students' four-year high school experience, revealing that despite consistent CS course availability, overall participation remains generally under 50%, with significant variations between schools (12-86%). The research identified consistent gender and racial disparities across all schools, with male students participating at higher rates than females, and Asian students showing higher participation than their peers. While modest increases in CS participation were observed between cohorts (typically 6-9 percentage points), these gains were neither large enough to meaningfully approach universal participation nor differential enough to close existing equity gaps. The study's cohort-centered methodology offers unique insights by accounting for frequent shifts in schools' CS education ecosystems that other longitudinal approaches might miss. This approach provides a more nuanced understanding of CS participation patterns and demonstrates that access alone does not ensure equitable participation, suggesting the need for targeted interventions to accelerate participation among underrepresented groups. March 2025 Preprints DOI: 10.20944/preprints202503.0802.v1 Note: This is a non-peer-reviewed preprint. This record will be updated following publication. This study tracks CS participation across high school cohorts, finding modest overall growth but persistent demographic disparities, suggesting current trajectories won't achieve equity without targeted interventions. Citation Blitz, C. L., Amiel, D. J., & Duncan, T. G. (2025). Cohort Dynamics and Longitudinal Trends in High School Computer Science Participation . Preprints. https://doi.org/10.20944/preprints202503.0802.v1 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Fran P. Trees, D.P.S. Teaching Professor e : p : fran.trees@rutgers.edu (848) 445-7299 Education : Fran Trees is a Teaching Professor in the Computer Science Department at Rutgers. She also works closely with Rutgers CESP preparing teachers to successfully implement CS courses into their curricula. Her research interests are in CS Education, focusing on broadening participation and incorporating active learning in the CS classroom.