Piloting a New Curriculum: A View from the Trenches

Krystal S Corbett; Chuck Gardner; Anthony Joseph Taffaro; Marvin Nelson

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Conference: 2013 ASEE Annual Conference & Exposition
Location: Atlanta, Georgia
Publication Date: June 23, 2013
Start Date: June 23, 2013
End Date: June 26, 2013
ISSN: 2153-5965
Conference Session: Information and Network Security
Tagged Division: Computing & Information Technology
Page Count: 10
Page Numbers: 23.967.1 - 23.967.10
DOI: 10.18260/1-2--22352
Permanent URL: https://strategy.asee.org/22352
Download Count: 438

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Mr. Anthony Joseph Taffaro, Jr. is a native of New Orleans, Louisiana, and has resided in the New Orleans area his entire life. Mr. Taffaro is a graduate of Jesuit High School New Orleans and Tulane University. At Tulane, Mr. Taffaro received Bachelor of Arts in Social Sciences and a minor in Business Studies. Mr. Taffaro spent much of his career in the banking industry and entered education in 2007. He became a Computer Science teacher and Technology Coordinator at St. Catherine of Siena School in the Archdiocese of New Orleans where he also taught English, social studies, and Latin. In 2012, Mr. Taffaro joined the faculty and staff of New Orleans Military and Maritime Academy located aboard Federal City in Algiers, Louisiana, a suburb of New Orleans. He is currently the school's business and data manager and teaches Creative Writing and Cyber Science.

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Marvin Nelson Benton High School

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Abstract

Piloting a New Curriculum: A View from the TrenchesTeachers that implement a new curriculum provide invaluable feedback to curriculumdevelopment teams. Without this feedback possible improvements to the curriculum would notbe known, and consequently, not made. Teachers are in the trenches experiencing the variouspains of implementing new curricula. They see firsthand the impact on the students and thus, thepositives and negatives and potential improves of the curriculum design.This paper presents the experience of high school teachers implementing a new curriculum basedon the science of cyberspace. The curriculum was developed by ________________________University in collaboration with ________________________, a 501c not-for-profit, andoriginally piloted regionally in 2011 and expanded to a larger region including schools in thestates ____________, ____________, and ____________ for the 2012 year.The curriculum utilizes many technologies and projects to drive the fundamentals of the courseas designed by the development team. Additionally the curriculum integrates various disciplines(engineering, computer science, and liberal arts) to convey the ideas of cyber. Typically thecourse has a primary teacher and a supplemental teacher to aid in the seamless integration of thedifferent disciplines. With such a unique curriculum, teachers, both primary and supplemental,undergo training through an immersive week-long professional development summer workshopto prepare them for the upcoming year.This paper provides unique perspectives in implementing new curriculum at high schools.Descriptions of the teachers’ experiences conducting the course will start with the professionaldevelopment workshop, continue through to the implementation of the curriculum, as well asinclude student response to the course. Recording and reviewing such a view from the trenches isessential in future iterations of the cyber science course design as well as the design of futurecurricula.

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Corbett, K. S., & Gardner, C., & Taffaro, A. J., & Nelson, M. (2013, June), Piloting a New Curriculum: A View from the Trenches Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22352