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In the coming years, we should build on that progress, by … offering every student the hands-on computer science and math classes that make them job-ready on day one.
President Obama in his 2016 State of the Union Address
Computer Science for All is the President’s bold new initiative to empower all American students from kindergarten through high school to learn computer science and be equipped with the computational thinking skills they need to be creators in the digital economy, not just consumers, and to be active citizens in our technology-driven world. Our economy is rapidly shifting, and both educators and business leaders are increasingly recognizing that computer science (CS) is a “new basic” skill necessary for economic opportunity and social mobility.
An Investment in Knowledge Pays the Best Interest
CS for All builds on efforts already being led by parents, teachers, school districts, states, and private sector leaders from across the country.
The President’s initiative calls for:
Last year, there were more than 600,000 high-paying tech jobs across the United States that were unfilled, and by 2018, 51 percent of all STEM jobs are projected to be in computer science-related fields. Computer science and data science are not only important for the tech sector, but for so many industries, including transportation, healthcare, education, and financial services.
Parents increasingly recognize this need — more than nine of 10 parents surveyed say they want computer science taught at their child’s school. However, by some estimates, just one quarter of all the K-12 schools in the United States offer high-quality computer science with programming and coding and 22 states still do not allow it to count towards high school graduation, even as other advanced economies are making it available for all students.
Wide disparities exist even for those who do have access to these courses. In addition to course access challenge, media portrayals, classroom curriculum materials, unconscious bias and widely-held stereotypes exacerbate the problem and discourage many of our students from taking these courses. For example, in 2015, only 22 percent of students taking the AP Computer Science exam were girls, and only 13 percent were African-American or Latino students. These statistics mirror the current makeup of some of America’s largest and more innovative tech firms in which women compose less than one-third of their technical employees, and African-Americans less than 3 percent. We can do better!
Tech careers are exciting, fun, high-impact, and collaborative as well as being critical for our economy. We want all Americans to have the opportunity to be part of these teams. CS For All will help make that a reality and ensure every student has access to Computer Science in their classrooms at all levels.
When it comes to computer science, we can all be students and President Obama led the way as our CS Student Coder-in-Chief when he became the first President to write a line of code himself. His first line of code was moveForward<100> and that’s what CS for All is all about: moving forward together. Who taught him to code? A middle-school student named Adrianna from Newark, New Jersey, who took a computer science course at her school.
If the President can start learning computer science, so can you! We know you need the basic tools to make it possible, including teachers, infrastructure, and Wi-Fi. Thanks to the President’s ConnectED initiative, we’re well on our way making that happen, closing the connectivity divide by in schools by over half — empowering 20 million more students with high-speed broadband, and enlisting over 2,000 school districts in the cause. And in order to make sure youth have pathways into the workforce and that adults have access to these skills, the President launched TechHire, which has expanded into 35 cities, states, and rural areas.
Grace Clark is a sophomore at International High School in New Orleans, Louisiana and interns with Operation Spark, which offers free technology training and coding courses to young people in New Orleans. Grace worked with the New Orleans Police Department on a policing data event where she taught New Orleans Police Chief Michael Harrison to write his first line of code. She also teaches coding to children at Arthur Ashe Elementary and attended the 2014 Essence Festival to represent inner city youth in coding and technology.
Christina Li is a senior at Adlai E. Stevenson High School in Macomb, Michigan She is the Vice President of Controls for her FIRST robotics team, the ThunderChickens. Christina also created Hello World, a week-long computer science day camp for 30 middle school girls to learn how to code robots, apps, websites, and games in the hopes of reducing the gender gap in computer science.
Angelica Willis is a computer science student at North Carolina Agricultural and Technical State University in Greensboro, North Carolina. She used her computer science skills to help NASA develop ecological forecasting models using satellites to support reforestation in Rwanda. She now spearheads an initiative to develop an entrepreneurship, design, and CS-centered Maker Space for at-risk youth and underrepresented communities in Greensboro.
The field of computer science education has come a long way in just a few years. With support from NSF, new high school courses like Exploring Computer Science and AP Principles of Computer Science have been designed to be more inclusive and accessible to all students and other courses and programs are designed for early elementary schools. NSF also funded a middle school and freshman focused course called “Bootstrap” and a wide-range of curriculums have emerged to teach computer science and computational thinking in elementary, middle, and high school.
Because CS is an active and applied field of Science, Technology, Engineering and Math (STEM) learning that allows students to engage in hands-on, real-world interaction with key math, science, and engineering principles, it gives students opportunities to be creators — not just consumers — in the digital economy, and to be active citizens in our technology-driven world. CS can also help foster computational thinking skills that are relevant to many disciplines and careers, such as breaking a large problem into smaller ones, recognizing how new problems relate to problems already solved, setting aside details of a problem that are less important, and identifying and refining the steps needed to reach a solution. CS also complements the President’s Nation of Makers initiative, which focuses on the growing democratization of the hardware and software tools needed to design and make just about anything.
As a teacher, school leader, or superintendent, you can help expand CS for All in many different ways. For example you can:
Andrea Chaves is a Spanish and computer science teacher and creative director at the Young Women’s Leadership School in Astoria, New York where she has integrated digital education and coding into all of her classes, including Spanish. Andrea also leads a group of students known as the “Tech Crew,” composed of filmmakers, graphic designers, coders, website designers, and project managers. Under Andrea’s guidance, these young women collaborate to solve problems around school like teaching students about recycling through coding educational video games.
James Forde is a 7th grade science teacher at Cloonan Middle School in Stamford, Connecticut. Jim was the Stamford Public Schools’ Teacher of the Year. He has planed a city wide STEM festival, providing STEM professional development, and curates the popular STEM Education Twitter handle @stemnetwork. He also sponsors the Computer Coding Club and a 3D printing club at Cloonan Middle School.
Andreas Stefik, Ph.D. is an assistant professor of computer science at the University of Nevada, Las Vegas. For the last decade, he has been creating technologies that make it easier for people, including those with disabilities, to write computer software. With grants from NSF, he established the first national educational infrastructure for blind or visually impaired students to learn computer science. He is the inventor of Quorum, the first evidence-oriented programming language.
States and cities have been leaders in the movement to expand CS education. In 2014, responding to the President’s call to action, more than 60 school districts committed to give more of their students an opportunity to learn CS. In just the past year, both Republican and Democratic state leaders have championed ambitious CS efforts, and New York City announced an aggressive 10-year plan to expand CS opportunities to all one-million of its students. Today, leaders at the state and local levels are announcing new and expanded commitments to expand CS, including:
The Chattanooga community has worked together to create an ecosystem for youth to learn computer science skills to be prepared for future technology-infused industries. Cordell Carter is the Chief Executive Officer of TechTown Foundation, Inc., a next-generation learning center that offers programs for children of all skill levels from ages 7 to 17. TechTown’s approach aims to give youth hands-on learn-it-by-doing-it experience, allowing kids to discover, learn, and explore the limitless possibilities of their imaginations.
Jane Margolis is a researcher at the University of California, Los Angeles, where she investigates why few women and students of color have learned computer science. She and her collaborators, with support from the National Science Foundation, created Exploring Computer Science, a high school curriculum and teacher professional development program committed to reaching all students, especially those in underserved communities and schools, which now exists across the nation, including in seven of the largest school districts.
Karen North is a retired computer science and math teacher from Houston, Texas and has advocated for Computer Science education since 1985. She has fought to keep computer science certification for teachers and played an integral part in increasing programming and computational thinking in the K-8 Texas math standards. She now serves as a Code.org affiliate and a Code Buddy for Spring Branch Independent School District.
A growing list of K-12 district leaders are committing to support the President’s vision of expanded computer science curricula for K-12 students. See the full list.
Dozens of private sector partners and nonprofit organizations as well as state and local governments have stepped up to support CS for All, below are just a few of those commitments. See the full list here.
State and Local Action
Today’s announcements build upon bipartisan progress in states like Washington and Arkansas. Both states have announced ambitious computer science education efforts and passed legislation to make computer science count towards high school graduation. Similarly, cities like New York, Chicago, and San Francisco have already announced major expansions of computer science education.
Involving our young people in real problems they can help solve in their own communities is a best practice in education and is exciting for our youth. Next Generation High Schools ) typically have significant computer science opportunities for American youth that pull them in as partners in solving challenges and engaging in their future. Seattle leadership hosted “Hack-the-Commute” involving community members from across the city. New Orleans is engaging youth and others in their open data initiatives as part of their work on the Police Data Initiative with 25 other cities. Denver libraries are hosting teen-developer camps. Let’s do more of this youth engagement as part of their learning experience!
Private Sector Action
Businesses and philanthropies have also played a major role in building a movement to expand CS nationally.
You can support the President’s announcement on social media using the hashtag #CSforAll.
Dear Commons Community,
The Republican candidates are getting ready for yet another debate tonight (ABC-News) just before the New Hampshire primary. These debates have covered many topics but education has not been one of them. Other than a few passing comments about Democratic proposals for free college tuition, none of the Republican candidates have said very much about the state of our schools and colleges. The Huffington Post did a summary of the Republican debates and came up with this analysis:
“ … an analysis of transcripts from each of the 14 Republican presidential debates, which includes both undercard and the main debates, shows the candidates only discussed education in earnest 11 times.
In 12 of the GOP debates, no candidate even uttered the word “teacher.” In the other two debates where the word was used, it was in the context of the taxes that a teacher married to a cop would pay, and about governors who sparred with teacher’s unions.
Looking at the first four official Democratic debates, not including the extra forums, the candidates have talked about education policies at least 38 times. (Democrats have talked about college affordability extensively)
Some Republican candidates mentioned college or education a handful of other times that we did not include in our count because they were just references in passing:
Republicans should come to understand that education matters for now and for our future. How about a few ABCs tonight!
The following plugins will receive major updates as part of the 1.9.8 release of the CUNY Academic Commons, scheduled for February 21, 2016:
The following themes will receive major updates as part of the 1.9.8 release:
For more details on major update releases, please visit our release schedule and procedures page.
ACERT has a full schedule of Lunchtime Seminars, Assessment Breakfasts, workshops, and other events planned for spring 2016. Our first event, on Thursday, February 11, is a workshop on working with distressed students, facilitated by staff from Hunter’s Counseling and Wellness Services. Lunchtime Seminars and Assessment Breakfasts get into full swing the week of February 23, starting with a FITT project showcase and a session on rubrics. We’ll be offering two Teaching Scholarship Circles this semester, topics and dates to be announced shortly. Check out our full schedule of events – we’ll be adding workshops, webinars, and special events as the semester progresses.
The Committee on Globalization and Social Change is Currently Accepting Applications for 2016–17 Mid-Career Faculty and Dissertation Fellowships.
Application deadline is noon on March 4th, 2016.
The Committee on Globalization and Social Change (CGSC) invites applications from recently tenured-faculty, CUNY doctoral students, and PhDs eligible for Postdoctoral Fellowships, who would like to participate in a research seminar on the theme “Refuge”.
*Fellows will be expected to participate in the weekly Committee seminar, held Tuesday mornings 10:30 am – 12:30 pm. Please note: Ability to attend seminars on Tuesday mornings is a prerequisite of eligibility. During the fall semester, the seminar focuses on readings and presentations by visitors. In the spring fellows will present their work in progress for group discussion. Fellows are also expected to do their best to attend corresponding public events.
The theme for the 2016-17 Committee on Globalization and Social Change seminar is Refuge. From the Haitian Revolution in the 18th century to the Cold War and the present day, refugees from Latin American and Caribbean countries to the US and to neighboring countries, as well as those who are internally displaced through violence, have participated in making and remaking boundaries, as well as notions of identity, freedom, and citizenship in the Americas. Since World War I, successive crises of what Hannah Arendt called stateless peoples, ranging from the partition of India to that of Palestine have presented significant humanitarian, political, and theoretical challenges. Arguably, however, the current refugee crisis affecting Syria, Somalia, Chad, and Yemen, among other places, is the most severe since World War II and has presented a profound challenge to the unity and stability of the European Union. The need to find refuge under conditions of economic need, political persecution and violence is a fundamental dimension of globalization. The objective of this year’s seminar is to describe, debate and theorize refuge and the complex status of those forced to seek it outside their homes. In addition to readings directly addressing the contemporary conditions of refugees the following corollary issues will be considered:
The CGSC is a transdisciplinary group whose collective work is not driven by any specific theory or ideology. We begin with the observation that existing categories and analytic frameworks are inadequate to grasp the dynamics of our historical present.
We are thus interested not only in questioning conventional assumptions in light of contemporary developments but also in the possibility of reclaiming, reworking, and refunctioning seemingly outmoded concepts in and for these times. Given our interest
in reflecting on the relationship between inherited concepts, critical theory, the contemporary situation, and political futures, we believe it will be fruitful to think together about the question of “Refuge” today, beyond the familiar debates between abstract universal humanism and concrete cultural particularism.
We thus welcome applications from faculty and doctoral candidates for whom the question of “Refuge” figures in some significant way in their research. We are interested in scholars from any field whose thinking crosses traditional academic boundaries and whose work is empirically rich and theoretically informed.
Applications are invited from doctoral candidates in the humanities and humanistic social sciences such as anthropology, religion, sociology, philosophy, political science, history, English, art history, theater, and comparative literature who engage and transect our seminar topic. This fellowship is only open to Graduate Center doctoral candidates (i.e. you must be Level III. There are no exceptions). Fellows will be expected to participate in the weekly Committee seminar as well as ongoing lectures and symposia. Committee seminars meet on Tuesday mornings, 10:30 am to 12:30 pm. It is a condition of the fellowship that fellows leave this time free in their schedules.
With generous support from the Provost’s Office and the Graduate Center, CUNY, successful candidates will be granted $10,000 total for Fall 2016-Spring 2017 in return for a commitment to fully participate in the work of the Committee and in the weekly seminar. The basis for selection of participants will rest primarily on the relevance to the overall project of the work proposal submitted by applicants. In accord with the interdisciplinary aim of the program, selections will also be made with an eye to maintaining disciplinary diversity.
See here for more information on eligibility and requirements, and for detailed application instructions.
Applications are invited from scholars of the humanities and humanistic social sciences such as anthropology, religion, sociology, philosophy, political science, history, English, art history, theater, and comparative literature who engage and transect our seminar topic. With generous support from the Provost’s Office and the Graduate Center, CUNY, successful candidates will be granted two course releases from college teaching requirements, to be distributed across the Fall 2016 and Spring 2017 semesters at their department’s discretion, in return for a commitment to fully participate in the work of the Committee and in the weekly seminar.
The basis for selection of participants will rest primarily on the relevance to the overall project of the work proposal submitted by applicants. In accord with the interdisciplinary aim of the program, selections will also be made with an eye to maintaining disciplinary diversity. Applicants must be tenured, and preference will be given to faculty in the early stages of career development (i.e. within ten years of receiving tenure). Fellows will be expected to participate in the weekly Committee seminar as well as ongoing lectures and symposia. Committee seminars meet on Tuesday mornings, 10:30 am to 12:30 pm. It is a condition of the fellowship that fellows leave this time free in their teaching schedules.
See here for detailed application instructions.
Fantastic visual, so forgive me for being tired of the “revolutionary” binary (e.g. HC as establishment)
.No doubt Bernie can teach democratic socialism to the idealists of our age (the youth), but it’s time to have another visual — Bernieand Marco.And how come nobody mentions the age difference between Bernie and his wife? At least she’s not a cheerleader.
Don’t get me wrong, I’m not reifying these legs of “that woman.” And there is nothing wrong with so many “secret weapon” wives being blond, but . . . .
Wed, April 6, 12-1pm
Registration Link: https://attendee.gotowebinar.com/register/1226288989047365378
Presenter: Emily Seamone
Presentation Creator: Emily Seamone
LinkedIn is one of the most popular online platforms that professionals use to effectively promote themselves and network. However, at the onset it can be a bit overwhelming and confusing. What tools should you concentrate on using? How much time should you be spending on LinkedIn each day or week? And what exactly should you be doing? Join this webinar to learn about the different tools on LinkedIn that will help you highlight your strengths and personal brand, expand your network, and keep in touch with your professional connections. It is recommended that you know the basics of LinkedIn. If you are not sure, please listen to our webinar recording LinkedIn 101: Getting to Know the Basics.
Wed, Mar 30, 12-1pm
Registration Link: https://attendee.gotowebinar.com/register/2305636673081567490
A strong resume is one of the most important documents submitted for a non-faculty position. You may have an old one that now needs updating or this may be the first time you need to create one. Regardless, you have probably heard many tips on writing a resume but are not sure which are fact or fiction. Should a resume be one or two pages? How can you best attract the attention of an employer? What if you have a gap in your work history or haven’t worked much at all? Join this webinar to learn about the latest trends in resumes, how to manage potential pitfalls, and how to turn your CV into a resume.
Thur, Mar 17, 2016, 12-1pm
Registration Link: https://attendee.gotowebinar.com/register/7372859154989561602
Postdoctoral positions in the Humanities and Social Sciences have become more common over the years. This webinar addresses the fundamentals of applying for a postdoctoral position specifically in these fields. Who and when do I approach for information about postdocs in my field? How is a post-doc application different from a PhD (or conventional job) application? What documentation will be expected? What questions should I expect during the interview process? How do I find postdocs in the first place? The goal of this workshop is to take the mystery out of the post-doc process, provide a basic timeline for obtaining a postdoc and help prepare you for success in finding and applying for postdocs.