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Back to Research Computer Science Teacher Capacity: The Need for Expanded Understanding David J. Amiel & Cynthia L. Blitz In a journal article titled 'Computer Science Teacher Capacity: The Need for Expanded Understanding' published in the International Journal of Computer Science Education in Schools (2022), Rutgers Center for Effective School Practices researchers David Amiel and Cynthia L. Blitz discuss the imperative for the teaching workforce in elementary and secondary education to be adequately prepared to provide computer science instruction that is robust, relevant, and aligned with appropriate learning standards. This paper shares results from a recent survey administered to current computer science educators across the K-12 space in the state of New Jersey. Using these results and recent literature, the research distills actionable, assessed needs to guide the provision of professional learning to ensure that educators have the necessary tools and knowledge to ensure robust and equitable implementation of computer science education. Results point toward the need to: expand the present understanding of computer science by effectively differentiating computer science from technology-based instruction and addressing an overrepresentation of analytical content domains; and reaffirm a commitment to equity by acknowledging the persistent gaps in participation of marginalized student groups and critically examining when and where the use of technology is necessary for delivering computer science instruction. October 2022 Journal: International Journal of Computer Science Education in Schools | Volume 5, Issue 4 DOI: 10.21585/ijcses.v5i4.151 Combining K-12 statewide survey results and recent literature, this research distills actionable needs that can guide professional development toward expanding educators understanding of computer science. Citation Amiel, D., & Blitz, C. (2022). Computer science teacher capacity: The need for expanded understanding. International Journal of Computer Science Education in Schools, 5(4), 38-47. https://doi.org/10.21585/ijcses.v5i4.151 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Community-Engaged Pedagogy by Design: Practical Strategies for Promoting Transformative Learning Cynthia L. Blitz, Itzhak Yanovitzky, & David J. Amiel Community-engaged pedagogy offers a rich, authentic, and motivating context for learning that stimulates personal and academic growth of both students and instructors. By studying and addressing real-world problems facing communities whether related to health, the environment, or social justice student learning is transformed from a passive to an active form of engagement that is not only complex and challenging, but also highly relevant. Such competency-focused learning provides space for impactful service to learners' communities and rewarding and grounded experiences. This contribution describes the practical decisions involved in planning, designing, and executing community-engaged pedagogy, which differs from service learning given its emphasis on the co-production of knowledge. Different models of community-engaged pedagogy exist, but studies that compare them are virtually non-existent. Moving to close this gap, two distinct models of high-quality, community-engaged pedagogy are explored in terms of their learning outcomes, learning experience, and benefit to the community. A community-based model seeks ad-hoc opportunities for individual classes to collaborate with a community partner on solving a problem that is relevant to that community; this model often builds on existing relationships between individual instructors and community groups to introduce students to problem-based learning opportunities. A partnership-based model, in contrast, builds on institutional infrastructure and an educational vision that promote the system-level integration of community-engaged pedagogy into the learning experience of students by building and maintaining robust, long-term partnerships within communities. The factors and conditions needed to support each of these two models are discussed, along with recommendations regarding the broader application of each model in practice, including areas in need of greater development, testing, and investment. July 2023 Conference: 15th International Conference on Education and New Learning Technologies Location: Palma, Spain (virtual presentation) DOI: 10.21125/edulearn.2023.1382 This exploration of two models of community-engaged pedagogy reviews learning outcomes, learning experiences, and community benefits as well as practicalities of planning, designing, and executing. Citation Blitz, C.L., Yanovitzky, I., & Amiel, D. (2023). Community-engaged pedagogy by design: Practical strategies for promoting transformative learning . Proceedings of the 15th International Conference on Education and New Learning Technologies (EDULEARN23), 5270-5275. https://doi.org/10.21125/edulearn.2023.1382 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Projects Extending the CS Pipeline: Enhancing Rigor and Relevance in Middle School CS U.S. Department of Education In partnership with the Rutgers University Department of Computer Science and external-evaluators at Deacon Hill Research Associates, this project aims to increase student participation in rigorous and relevant middle school computer science (CS). In turn, CESP seeks to subsequently increase CS-related interest, self-efficacy, and achievement; the project will reach over 25,500 students in grades 5-8 across more than 35 middle schools in the region. To this end, CESP will collaboratively define and refine a CS education technical assistance framework that includes purposeful professional learning and other educator supports. Additionally, the project will assess the added benefit of teacher participation in a researcher-practitioner partnership collaborative structure through a randomized-control trial. Timeline This project began in January 2021 and is scheduled through June 2026. Sponsorship This project is funded with a $4,000,000 grant from the Office of Elementary & Secondary Education within the United States Department of Education [award #S411C200084]. Project Leaders & Key Personnel Principal Investigator: Dr. Cynthia L. Blitz, Ph.D. Co-Principal Investigator: Dr. Frances P. Trees, D.P.S. Co-Principal Investigator: Dr. Teresa Duncan, Ph.D. Collaborating Organizations Rutgers University Department of Computer Science, Deacon Hill Research Associates Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Anna Lasek Communications Assistant Anna Lasek is a double major in Comparative Literature and Political Science with a minor in Russian Literature at Rutgers University. As a Communications and Resource Development Assistant at Rutgers CESP, Anna develops blog posts and manages social media content to package instructional resources for educators, ensuring their accessibility and practical application. Throughout her time at Rutgers, Anna has actively engaged in various roles within Student Affairs. She serves as a Student Pedagogical Partner Fellow at the Institute for Teaching, Innovation, and Inclusive Pedagogy, where she conducts classroom observations and provides feedback to enhance teaching practices. Additionally, Anna has experience as a Resident Assistant, RU FIT and FIGS Peer Instructor, and Editorial Intern at Rutgers University Press. She is also a member of the School of Arts and Sciences Honors Program and has contributed to the program's blog. Anna is involved with the Institute for Women's Leadership (IWL) as a Leadership Scholar. In her free time, Anna enjoys reading and playing volleyball. She is a member of Girl Gains, a weightlifting organization dedicated to empowering women. Anna is also an alumna of North Arlington High School in New Jersey. After completing her undergraduate studies in May 2025, Anna plans to pursue a master's degree in College Student Affairs. e : p : al1399@scarletmail.rutgers.edu (732) 564-9100 x10 Education : B.A., Comparative Literature/Political Science; Rutgers University [anticipated]

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. 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 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 (INTED2025), 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 Conference: 19th International Technology, Education and Development Conference Location: Valencia, Spain DOI: 10.21125/inted.2025.0617 Development of the 2024 Rutgers University Computer Science Summit and how the event content and mechanics integrated to meet targeted goals are the focus areas of this conference presentation. Citation Blitz, C., Trees, F., Amiel, D., & Detrick, D. (2025). A UNIVERSITY-LED COMPUTER SCIENCE EDUCATION SUMMIT: MEETING THE MOMENT WITH ACTIONABLE, RELEVANT, AND TIMELY EXPLORATIONS. INTED2025 Proceedings, 2174–2180. https://doi.org/10.21125/inted.2025.0617 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Fran P. Trees, D.P.S. Teaching Professor 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. e : p : fran.trees@rutgers.edu (848) 445-7299 Education :

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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 Conference: National Forum to Advance Rural Education. National Rural Education Association Location: Columbus, OH 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 [Paper presentation]. 2017 National Forum to Advance Rural Education. National Rural Education Association, Columbus, OH. View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research High School Computer Science Participation: A 6-Year Enrollment Study Cynthia L. Blitz, David J. Amiel, & Teresa G. Duncan Despite growing recognition of computer science (CS) education’s importance coupled with the increasing number of U.S. high schools offering CS courses, overall participation rates among high school students remain modest, raising important questions about engagement and enrollment. In a research brief written by Cynthia L. Blitz and David J. Amiel of the Rutgers Center for Effective School Practices and Teresa G. Duncan of Deacon Hill Research Associates, the authors share an analysis that examines high school CS participation among seven schools in the Northeastern U.S. over six academic years. They outline findings organized by theme: Overall CS Participation Participation by Sex Participation by Race Foundational CS Participation Advanced CS Participation Noting that the data suggest that some student groups have experienced incremental increases in participation but overall trends remain largely unchanged, they conclude by recommending that efforts to increase participation in high school CS courses must go beyond simply providing access. The authors suggest that high school CS education also needs to focus on fostering engagement, addressing barriers to enrollment, and ensuring that students recognize the value of computing skills in various career pathways. February 2025 Research Brief arXiv.org DOI: 10.48550/arXiv.2503.04770 This research brief shares an analysis of high school computer science participation among seven U.S. schools over six academic years. Citation Blitz, C. L., Amiel, D. J., & Duncan, T. G. (2025). High School Computer Science Participation: A 6-Year Enrollment Study . Rutgers University Center for Effective School Practices. https://doi.org/10.48550/arXiv.2503.04770 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link