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Hosted Virtually by Rutgers University and the CS4NJ Coalition The Rutgers University Center for Effective School Practices and Computer Science Department, alongside the CS4NJ Coalition, hosted the 2021 New Jersey Computer Science Summit on Scalability and Diversity. This was the 5th of the annual summits and offered over 15 sessions to stakeholders of computer science education focusing on pedagogical approaches, new student learning standards, and common problems of practice. The summit’s keynote presentations featured remarks from Governor Phil Murphy reaffirming his commitment to increasing rigor and access to computer science in New Jersey and Dr. Nicki Washington, who invited attendees to reflect on their (in)action in creating more equitable and inclusive learning environments. The agenda, speaker information, session descriptions, and links to available slides are posted on the summit's webpage. View the Summit Webpage Suggested Citation: Center for Effective School Practices. (2021). 2021 Rutgers University Computer Science Summit [Event archive]. Rutgers University. New Brunswick, New Jersey, USA. https://cesp.rutgers.edu/eir-resource-library/2021-rutgers-cs-summit/ Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link ⟵ All Resources 2021 Rutgers University Computer Science Summit

Back to Research Building and Measuring Effective Internal and External Collaborations to Advance Rural Education Cynthia L. Blitz Rutgers Center for Effective School Practices research professor Cynthia Blitz presented 'Building and Measuring Effective Internal and External Collaborations to Advance Rural Education' in 2017 at the National Forum to Advance Rural Education, organized by the National Rural Education Association. Topics discussed in the presentation include: Internal collaboration structures, such as action research, collaborative analysis of student learning, collegial circle, community of practice, lesson study, and professional learning community. External collaboration structures, such as academic alliance, design research, high school outreach, networked improvement community, professional learning network, research alliance, strategic alliance, and study council. Forming and sustaining internal and external collaborative structures. Measurement to assess collaborative work: GRIP framework (goals, roles, interpersonal relationships, and procedures and processes), Logic model (inputs, outputs/activities, outcomes (short-, medium-, long-term), Selecting measurement instruments, Measuring team process and collaboration and commitment to collective inquiry October 2017 2017 National Forum to Advance Rural Education Columbus, Ohio, USA How to build and measure internal and external collaborations in rural education systems is the focus of this conference presentation. Citation Blitz, C. L. (2017, October 13). Building and Measuring Effective Internal and External Collaborations to Advance Rural Education [Conference presentation]. 2017 National Forum to Advance Rural Education, Columbus, Ohio, USA. https://static.battelleforkids.org/documents/ruralforum/RuralProgram2017.pdf View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research An In-Depth Exploration of Mathematics Teaching Tools: Practical Insights for Educators Jennifer Vradenburgh, Cynthia L. Blitz, & David J. Amiel In an era where digital technology has transformed mathematics education, particularly accelerated by the COVID-19 pandemic, educators face the challenge of selecting and implementing effective online learning tools. This comprehensive research presents findings from an in-depth exploration of five widely used mathematics teaching platforms: ALEKS, Beast Academy, DreamBox, IXL, and Khan Academy. Conducted by seasoned educators and educational researchers, the study combines systematic information gathering with educator-informed analysis to provide practical guidance for classroom integration. The research covers both logistical considerations such as pricing, technical requirements, and accessibility, as well as instructional design elements including scope and sequence, lesson formats, and assessment strategies. Each platform is examined through a structured framework that facilitates direct comparisons while highlighting unique features and strengths. The study reveals how these tools support blended learning environments through various approaches to adaptivity, student engagement, and personalized instruction. ALEKS emphasizes AI-driven diagnostics and frustration-free learning, while Beast Academy uses a graphic novel format for younger students. DreamBox focuses on gamified standards-aligned instruction, IXL provides comprehensive skill-building with real-time diagnostics, and Khan Academy offers free video-based instruction across all grade levels. The paper emphasizes that effectiveness depends significantly on matching tools to specific classroom goals, contexts, and student populations, providing educators with valuable perspectives for both selecting new resources and optimizing tools already in use. June 2025 17th International Conference on Education and New Learning Technologies (EDULEARN) DOI: 10.21125/edulearn.2025.1577 A comprehensive exploration of five widely used mathematics teaching tools providing educators with practical insights for selecting and integrating digital resources effectively. Citation Vradenburgh, J., Blitz, C. L., & Amiel, D. J. (2025). An In-Depth Exploration of Mathematics Teaching Tools: Practical Insights for Educators. Proceedings of the 17th International Conference on Education and New Learning Technologies , 6415–6420. https://doi.org/10.21125/edulearn.2025.1577 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Integrating Curricular Resources into Computer Science Classrooms David J. Amiel, Frances P. Trees, & Cynthia L. Blitz Rutgers University researchers David Amiel, Fran Trees, and Cynthia Blitz presented 'Integrating Curricular Resources into CS Classrooms' in 2024 at the Rutgers University Computer Science Summit. The presentation reviewed aspects of finding, selecting, using, and sharing resources such as lesson plans, worksheets, short activities, slides, projects, units, course curricula, videos, examples, and guest speakers to support computer science education. December 2024 Rutgers University Computer Science Summit New Brunswick, New Jersey, USA How to find, select, use, and share computer science education lesson plans, worksheets, activities, slides, projects, and other curricular resources is the focus of this presentation. Citation Amiel, D. J., Trees, F. P., & Blitz, C. L. (2024, December 13). Integrating Curricular Resources into Computer Science Classrooms [Conference presentation]. 7th Annual Rutgers University Computer Science Summit, New Brunswick, New Jersey, USA. https://sites.google.com/view/2024-ru-cs-summit/ View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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 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 Our People Monique Dujue Wilson Family Engagement Specialist e : p : monique.dujuewilson@rutgers.edu (732) 564-9100 x10 Download CV Education : Affiliations : Biographical Highlights Monique Dujue Wilson is a Family Engagement Specialist at Rutgers CESP, where she contributes to community-engaged initiatives and technical assistance efforts aimed at strengthening family engagement and improving outcomes for children and youth. In her role, she supports the design and delivery of trainings, educational resources, and outreach initiatives through collaboration with educators, families, and community partners. Monique brings over 30 years of experience in community, education, and disability advocacy, with expertise in family engagement, leadership development, and cross-system collaboration. She has extensive experience working with Special Education Parent Advisory Groups (SEPAGs), providing training, coaching, and technical assistance to support these groups and elevate parent voice in special education decision-making. Prior to joining CESP, Monique held leadership and program coordination roles at the SPAN Parent Advocacy Network and Camden County Family Support Organization, where she developed and implemented statewide and regional initiatives, facilitated trainings, and built collaborative partnerships across schools, community organizations, and government agencies. Her work has spanned special education, juvenile justice, school health, and early childhood systems, with a focus on culturally responsive practices, caregiver empowerment, and strengthening outcomes for children and families. She has extensive experience working with diverse populations, including families of children with disabilities and justice-involved youth, and is committed to advancing equitable access to resources and opportunities for all learners and their families.

Back to Our People Colin Sullivan AI Developer e : p : cjs464@scarletmail.rutgers.edu (732) 564-9100 x11 Education : B.S., Computer Science, Rutgers University

Developed as part of the Extending the CS Pipeline: Enhancing Rigor and Relevance in Middle School CS Project. This four-lesson unit introduces middle school students to the fundamental ideas behind how computers work. Through a series of puzzles, simulations, and interactive activities, students explore computational thinking, algorithms, computer systems, and binary representation. Each lesson builds on the previous one, helping students understand how computers solve problems by following precise instructions and processing information step by step. Students begin by developing logical problem-solving strategies and learning about computational thinking. They then explore how algorithms are used to solve problems and how careful observation and precise instructions are essential in programming. In later lessons, students investigate how computers process information through input, storage, processing, and output, and how data is represented using binary. By the end of the unit, students will have a foundational understanding of how computers solve problems, how information is processed within a computer system, and how computational thinking strategies can be applied to complex challenges. This lesson package includes: Presentation slides Cut Block Logic Puzzle Worksheets and Answer Keys Spot the Difference Worksheets (Robots and Fish) Bubble Sorting Number Cards (#1-6) Traveling Salesman Printable Activity Image “How Computers Work” Activity Resources Sheets (CPU 1 & 2, ALU, Display) Activity Instructor Information Sheet Student Video Worksheet Computational Thinking (CT) Printable Skills Quadrant How Computers Work - Lesson Plan & Overview .pdf Download PDF • 153KB How Computers Work - Slide Deck .pptx Download PPTX • 3.72MB How Computers Work - Bubble Sort Cards, Printable .pdf Download PDF • 51KB How Computers Work - Traveling Salesman Image, Printable .pdf Download PDF • 902KB How Computers Work Video - Student Questions Worksheet .pdf Download PDF • 30KB How Computers Work - CT Quadrants, Printable .pdf Download PDF • 12KB "How Computers Work" Activity Resources Instructor Info .pdf Download PDF • 66KB CPU 1, Student Sheet .pdf Download PDF • 283KB CPU 1, Answer Key .pdf Download PDF • 59KB CPU 2, Student Sheet .pdf Download PDF • 313KB CPU 2, Answer Key .pdf Download PDF • 62KB ALU_Memory, Student Sheet .pdf Download PDF • 104KB Display, Student Sheet .pdf Download PDF • 107KB Cut Block Activity Resources Cut Block Puzzle Sheet 1 - Student .pdf Download PDF • 255KB Cut Block Puzzle Sheet 1 - Answer .pdf Download PDF • 237KB Cut Block Puzzle Sheet 2 - Student .pdf Download PDF • 254KB Cut Block Puzzle Sheet 2 - Answer .pdf Download PDF • 236KB Spot the Difference Activity Resources Spot the Difference_Puzzle 1_Robots_Student .pdf Download PDF • 284KB Spot the Difference_Puzzle 1_Robots_Answer .pdf Download PDF • 284KB Spot the Difference_Puzzle 2_Fish_Student .pdf Download PDF • 277KB Spot the Difference_Puzzle 2_Fish_Answer .pdf Download PDF • 278KB Suggested Citation: Center for Effective School Practices. (2025). Understanding Algorithms with Board Games [Lesson Plan Package]. Rutgers University. https://cesp.rutgers.edu/eir-resource-library/how-computers-work/ Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link ⟵ All Resources How Computers Work

Back to Resources New Jersey Parents’ Views of Adolescent Depression Screening New Jersey Parents Weigh in on School-Based Depression Screening A statewide survey of parents reveals strong support for adolescent depression screening, tempered by concerns about stigma, privacy, and the administration of school-based programs. Suggested Citation New Jersey Parents’ Views of Adolescent Depression Screening. (2022). Project ASPEN. New Brunswick, NJ: Rutgers University. Retrieved from https://cesp.rutgers.edu . Our research shows that parents in New Jersey recognize the benefits of depression screening but have concerns regarding possible unintended effects and the administration of screening in schools. Effective communication that addresses these concerns is imperative to increasing support from parents to school- based depression screening. There is an alarming increase in the percentage of U.S. adolescents reporting depressive symptoms and suicidal ideation, including in New Jersey. Early detection and treatment are key to preventing negative, long-term effects of depression in youth, and current guidelines recommend routine screening for depression in adolescents ages 12-18. Yet rates of adolescent depression screening remain extremely low. Project ASPEN, 2022 - New Jersey Parents Views of Adolescent Depression Screening .pdf Download PDF • 882KB Project ASPEN is a collaboration between a team of researchers from Rutgers University and the National Alliance on Mental Illness New Jersey (NAMI-NJ) to improve policy decision-makers’ access to credible and timely research evidence regarding different aspects of formulating and implementing sound youth mental health policies. The project is funded by a grant from the William T. Grant Foundation. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link