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Back to Resources School Recruitment Resource Packet Recruiting Schools to Participate in Research Projects 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. Suggested Citation School recruitment resource packet. Extending the CS pipeline: Enhancing rigor and relevance in middle school computer science . Rutgers University Center for Effective School Practices. (2024). https://eric.ed.gov/?q=recruitment+&ff1=dtyIn_2024&id=ED653944 Recruiting schools to participate in research projects has become increasingly challenging in the past several years. Research in schools was next-to-impossible during the COVID-19 pandemic, and the aftermath of the pandemic has made research a lower priority for schools trying to regain COVID-related academic losses. The School Recruitment Resource Packet is intended to support researchers’ recruitment efforts by sharing details about the Rutgers Center for Effective School Practices’ outreach process and the materials used to communicate with schools. The Center’s approach followed generally accepted principles of research recruitment, including: use of personalized messages. emphasizing the research project’s potential positive impacts. highlighting incentives being offered to participants. School Recruitment Resource Packet .pdf Download PDF • 1.72MB Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More From Framework to Front Door: Connecting Families with NJTSS RESOURCE DESCRIPTION RESOURCE INFORMATION Topics: Audience: Language: See all Resources SHARE THIS RESOURCE Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

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 Evaluating and Selecting CS Curricula: How to Make Informed, Equitable Decisions Cynthia L. Blitz, David J. Amiel, & Vivian Allen Computer science educators face an overwhelming abundance of curricular resources, leading to decision paralysis or arbitrary choices that may not effectively serve students. This presentation addresses the challenge of resource overload by providing practical guidance for evaluating curricula based on their alignment with teaching goals, ability to foster student engagement, suitability for target audiences, and compatibility with the broader school ecosystem. The framework focuses on a systematic evaluation process that examines content relevance factors such as difficulty and standards alignment, contextual relevance including instructional methods and activities, and feasibility considerations like device compatibility, lesson duration, and preparation time requirements. The presentation introduces the Middle School CS Curriculum Crosswalk, a free online tool that provides detailed comparative information on eight middle school computer science curricular options. By approaching curriculum selection with a holistic view of the school's CS ecosystem, educators can better meet student needs and administrative requirements while increasing access to high-quality computer science instruction. The session emphasizes that curriculum selection should be viewed as an ongoing process, encouraging educators to be selective, adapt resources to their specific contexts, and focus on making informed, evidence-based decisions that support equitable computer science education. July 2025 Computer Science Teachers Association (CSTA) Annual Conference Cleveland, Ohio, USA This presentation provides educators with a systematic framework for evaluating computer science curricula, addressing resource overload through practical guidance on content relevance, feasibility, and contextual fit. Citation Blitz, C. L., Amiel, D. J., & Allen, V. (2025, July 8). Evaluating and Selecting CS Curricula: How to Make Informed, Equitable Decisions [Conference 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 A University-led Computer Science Education Summit: Meeting the Moment with Actionable, Relevant, and Timely Explorations Cynthia L. Blitz, Fran Trees, David J. Amiel, and Daryl Detrick In a conference paper titled “A University-Led Computer Science Education Summit: Meeting the Moment With Actionable, Relevant, and Timely Explorations,” presented at the 2025 International Technology, Education, and Development Conference (INTED 2025), authors Cynthia L. Blitz, Frances Trees, David J. Amiel, and Daryl Detrick describe the design, implementation, and impact of the Rutgers University Computer Science Summit that took place in December 2024 on campus in Piscataway, New Jersey. The summit was attended by over 200 K-12 educators, administrators, and other stakeholders across the state. The conference paper shares a detailed account of the development of the computer science education summit and how both the content and mechanics of the event worked to meet its goals: connecting computer science educators with high-quality professional learning; authentically exploring the emerging fields of artificial intelligence and cybersecurity; and providing a forum to clearly understand locally relevant policy matters. Topics discussed in the presentation and paper about the summit include: Design of the summit, including program content, delivery, and networking opportunities as well as coordination mechanics such as marketing, registration, and event flow. Deliberate focus on artificial intelligence and cybersecurity topics. Policy matters, such as computer science teacher certification and student learning standards. Post-event survey results, including attendees’ ratings of impactful experiences. Key insights, such as how the structure of the event itself contributed to its success. March 2025 19th International Technology, Education and Development Conference (INTED) Valencia, Spain DOI: 10.21125/inted.2025.0617 This paper explores the development of the 2024 Rutgers University Computer Science Summit and how it’s content and structure were designed meet its goals. Citation Blitz, C. L., Trees, F. P., Amiel, D. J., & Detrick, D. (2025). A University-Led Computer Science Education Summit: Meeting the Moment With Actionable, Relevant, And Timely Explorations. Proceedings of the 19th International Technology, Education and Development Conference , 2174–2180. https://doi.org/10.21125/inted.2025.0617 View Online Download PDF 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 Research Behavioral Health Problems, Ex-Offender Reentry Policies, and the "Second Chance Act" Wendy Pogorzelski, Nancy Wolff, Ko-Yu Pan & Cynthia L. Blitz This research analyzes the intersection between individual-level characteristics and policy-level restrictions affecting the reintegration of people with mental illness leaving prison. Using data from 3,073 New Jersey state prisoners with Axis I mental disorders, the study examines how criminal conviction types interact with existing federal and state policies to create barriers to accessing essential resources upon reentry. The researchers categorized prisoners by their most serious conviction and analyzed policy restrictions across eight domains: employment, housing, public assistance, education, parental rights, driver's licenses, voting and jury duty, and criminal record expungement. The findings reveal extensive "invisible punishments" embedded within existing policies that serve as roadblocks to community reintegration. All individuals in the sample faced lifetime consequences from their felony convictions, including restrictions on employment opportunities, housing access, educational funding, parental rights, and jury service participation. Those with drug-related convictions faced additional barriers, including lifetime bans on public housing and conditional restrictions on public assistance eligibility. Violent offenders encountered the most comprehensive restrictions, facing lifetime consequences across six of the eight policy domains examined, with no time limits on employer access to criminal records or ineligibility for public housing. The study highlights a fundamental contradiction between the federal Second Chance Act's call for expanding reentry services and existing policies that systematically exclude people with criminal records from accessing those very services. For individuals with mental illness, who often depend on public assistance and have limited social networks, these restrictions are particularly onerous. The research demonstrates that people with co-occurring mental illness and substance abuse disorders face the most severe restrictions, as drug-related convictions carry stricter and more durable penalties. The authors conclude that without modification of federal and state policies, the ability of reentry services to foster behavioral health recovery and successful community reintegration remains fundamentally limited. October 2005 American Journal of Public Health | Volume 95, Issue 10 DOI: 10.2105/AJPH.2005.065805 This study examines how existing public policies create barriers to successful community reentry for formerly incarcerated individuals with mental illness, despite federal calls for second chances. Citation Pogorzelski, W., Wolff, N., Pan, K.-Y., & Blitz, C. L. (2005). Behavioral Health Problems, Ex-Offender Reentry Policies, and the “Second Chance Act.” American Journal of Public Health , 95 (10), 1718–1724. https://doi.org/10.2105/AJPH.2005.065805 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research New Online Course for New and Young Workers on Occupational Safety, Health, Wage and Hour Laws, and Soft Skills Lauren Gonzalez, Maryanne Fakeh, Cynthia L. Blitz, & Derek Shendell New Jersey Safe Schools Program (NJSS) is dedicated to assisting secondary schools in reducing occupational safety and health hazards (S&H) in classrooms and at work-sites. In 2018, NJSS modified an existing training for teachers on federal wage and labor laws to develop a new training course for student and young worker populations. The need for this student-oriented course on the introduction of occupational wage, labor and S&H was expressed by teachers (previously and currently enrolled) in our Structure Learning Experience certification training. The course was beta-tested and piloted summer 2018 and launched September 2018. The goal was to expand knowledge and awareness of specific S&H issues and to provide relevant resources and information on securing work opportunities. Course topics include wage and labor laws, workplace hazards, soft skills, and handling harassment and discrimination in the work place. The course enhances preparation of students and their ability to self-advocate upon entering community workplaces by broadening professional knowledge of S&H hazards and six soft skills. Data analysis was conducted on post-module assessments to gauge understanding of material, and effectiveness of the implementation of module summaries prior to the assessment to determine impacts on information retention and comprehension. Analysis of post-training evaluation data on student and teacher perceptions of the course, and occupational S&H information presented, were also conducted. Course perceptions highlighted effective use of videos, easy to follow material, accessibility to students with special health care needs, and user-friendly modular format. More details on course content and results to date will be presented. November 2019 Annual Meeting of American Public Health Association Philadelphia, Pennsylvania, USA This poster discussed a new online course for young workers covering occupational safety, health, wage laws, and soft skills, developed by the New Jersey Safe Schools Program. Citation Gonzalez, L., Fakeh, M., Blitz, C. L., & Shendell, D. (2019, November 3). New Online Course for New and Young Workers on Occupational Safety, Health, Wage and Hour Laws, and Soft Skills [Poster presentation]. 2019 American Public Health Association Annual Meeting and Expo, Philadelphia, Pennsylvania, USA. https://apha.confex.com/apha/2019/meetingapp.cgi/Paper/429285 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Resources Middle School Introductory Computer Science Curriculum Crosswalk 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. Suggested Citation Middle school introductory computer science curriculum crosswalk . Rutgers University Center for Effective School Practices. (2024, August). https://cesp.rutgers.edu/resource/cs-crosswalk Finding the right introductory computer science curriculum for middle school students is crucial for educators. The Rutgers Middle School Introductory Computer Science Curriculum Crosswalk, accessible online, simplifies this process by providing detailed information on eight different curricula. This tool helps teachers by presenting key facts about each option, including its approach to teaching computer science, whether through games, storytelling, or other engaging methods. It also includes: a clear course description from each curriculum provider and links their websites details about each curriculum's structure, the programming languages used, and how the lessons are organized the cost for classroom use and how the curriculum was funded how often the curriculum is updated information about training available for teachers. This straightforward approach of the Rutgers Middle School Introductory Computer Science Curriculum Crosswalk allows educators to quickly compare different curricula, understand what each one offers, and decide which is best suited to their students' needs and their teaching goals. Explore the Crosswalk Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Nedim Yel, Ph.D. Senior Statistician/Researcher e : p : Download CV Education : Affiliations : Biographical Highlights