Decker, A., & McGill, M. M. (2019, June), Board 36: Evaluating the Long-term Impact of Precollege Computing Education Phase 1 Overview  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32332

\bibitem{asee_peer_32332}
  Decker, A., \& McGill, M. M. (2019, June), \emph{Board 36: Evaluating the Long-term Impact of Precollege Computing Education Phase 1 Overview}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32332

Adrienne Decker and Monica M. McGill.  "Board 36: Evaluating the Long-term Impact of Precollege Computing Education Phase 1 Overview".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32332 Internet.  21 Dec, 2024

\bibitem{asee_peer_32332}
  Adrienne Decker and Monica M. McGill.
  "Board 36: Evaluating the Long-term Impact of Precollege Computing Education Phase 1 Overview".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32332 Internet.  21 Dec, 2024

@INPROCEEDINGS{asee_peer_32332
author = "Adrienne Decker and Monica M. McGill"
title = "Board 36: Evaluating the Long-term Impact of Precollege Computing Education Phase 1 Overview"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32332}
number = {10.18260/1-2--32332}
}

TY  - CPAPER
AB  - To increase the implementation of computer science education in K-12, commercial, governmental, and not-for-profit entities have sponsored numerous initiatives aimed to bring computing to more students and teachers. Our five-year NSF project seeks to determine the long-term impact of these activities and curriculum initiatives as a mechanism for growing the skilled technology workforce within the United States. 

The goal of this NSF IUSE project is to create the resources and tools necessary for identifying best practices for determining the long term impact of these pre-college computing activities on participants, including analyses of data based on gender and ethnicity. The project's scope includes two phases: 1) the identification, review, and analysis of past and current pre-college computing activities and their impact on participants to determine the major influencing variables and 2) the creation and implementation of a formal process for collecting data related to pre-college computing activities, including major influencing variables, necessary for educational researchers to be able to evaluate and analyze the long-term impact of these activities. Two significant outputs from this project are the creation of instruments available for measuring the long-term effects of pre-college computing efforts and creating the ability to compare results from using these instruments to evaluate the effects of pre-college computing efforts.

Phase 1 of this project has been completed and includes the development and implementation of a website (https://______________.org) that houses three significant works: 1) a repository of peer-reviewed research articles on pre-college computing activities; 2) a repository of over 100 evaluation instruments that can be used for assessing effectiveness of interventions at many levels; and 3) guides tailored to computing education for new researchers to design studies, write research questions, and report results. To keep this website current and driven by the needs of the community, we have also provided a review mechanism for researchers and others to submit articles and evaluation instruments for inclusion into the repository.

AU  - Adrienne Decker
AU  - Monica M. McGill
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Board 36: Evaluating the Long-term Impact of Precollege Computing Education Phase 1 Overview
UR  - https://peer.asee.org/32332
DO  - 10.18260/1-2--32332
ER  -