The JETT Program: Building a Learning Partnership Between High School

1
The JETT ProgramBuilding a Learning Partnership
Between High School University Computer
Science Educators

• Chris Stephenson
• Suzanne Menzel
• Kelly Van Busum

2
Introductions

• Chris Stephenson
• Oregon State University, New School of Education
• Suzanne Menzel
• Indiana University, Computer Science Department
• Kelly Van Busum
• DePauw University, Computer Science Department

3
High School CS is Changing

• Different programming languages
• Multiple classes
• Combined classes
• Preconceived notions of computer science

4
Relationship Building is Important

• Mutually beneficial
• High schools
• Universities
• Gets students interested in science
• Improves retention rates
• Community outreach is good for everyone

5
Identifying Teacher Skills Needs

• The AP switch from C to Java created concerns
  about teacher preparedness
• A CSTA/ACM national survey of high school
  computer science teachers in 2003 highlighted a
  significant number of skill and confidence gaps
  that were used to provide recommendations to JETT
  host sites

6
Survey Results

• The survey revealed that CS teachers have
  the least amount of knowledge about the following
  elements of the AP course
• O-O design
• Advanced O-O concepts
• Exceptions
• Data structures
• Class variables and methods
• Intro to object-oriented programming in Java
• Input using a console class

7
What is JETT?

• Java Engagement For
• Teacher Training
• A multi-level mentorship program to provide
  relevant professional development to high school
  teachers and address the growing equity issues in
  computing education

8
The JETT Model

• Involves university faculty, graduate and
  undergraduate students, College Board computer
  science consultants, local high school teachers
  and CSTA/ACM
• Universities host a workshop and provide ongoing
  learning/mentoring experiences for local high
  school teachers
• Host sites apply to be part of the JETT program
  and applications are reviewed by the JETT
  Steering Committee
• Acceptance is based upon the extent to which the
  school meets the JETT criteria

9
The JETT Criteria

• All host sites must
• Assemble a planning group (a university faculty
  member, at least one graduate student, and a
  College Board AP CS endorsed consultant)
• Provide a program for face-to-face learning for
  teachers
• Incorporate a component that addresses the
  engagement of students not traditionally
  attracted to computer science
• Provide ongoing community support for high school
  CS educators
• Make the teaching materials developed for this
  workshop available to the central JETT web
  repository (hosted by ACM) for distribution to
  educators

10
Central Support

• CSTA/ACM Provide a JETT Coordinator who
• Helps guide host sites through the application
  process
• Helps the site reach out to local teachers and
  provides on-going promotional support
• Helps to identify possible sources of funding
• Works with the College Board to find an AP
  consultant
• Oversees the centralized registration for all
  sites
• Manages the JETT website
• Manages the workshop evaluation process
• Provides event swag for teacher participants

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Benefits of Being a JETT Host

• Provides professional development for high school
  teachers
• Exposes teachers to a broad view of computer
  science
• Helps recruit top students from participating
  high schools
• Showcases campus, faculty, and computing
  facilities
• Rewarding for faculty and students

12
Finding Funding Sources

• Finding funding for the workshop can be a
  challenge. Here are some possible sources
• From your department and others (Cs, Informatics,
  Business
• From other Deans such as the Office of Womens
  Affairs
• From local or national corporations or businesses
  (especially those doing business with your
  institution)

13
Finding Teachers

• It really helps to do local recruiting of
  teachers
• ACM-provided state wide mailing lists
• Listserv announcements
• DOE website
• Events calendars (faculty, university, etc.)
• Local ACM chapter
• Brochure
• Add extra events such as a film screening
• Offer freebies (books, ACM memberships, iPod
  raffle)

14
Why Deal with Gender Issues?

• Raises general awareness
• Builds a community of people who care
• Provides support for women teachers

15
How Do We Do It?

• Devote a special session to the topic
• Panel discussion involve faculty, graduate, and
  undergraduate students
• Make women a strong presence by using mostly
  female lab assistants
• Address the problem when discussing teaching
  strategies

16
How Do Teachers Respond?

• Teachers respond positively
• Raises their awareness
• Prompts them to act as agents of change in their
  schools

17
Using the Model Beyond Java

• Working with students directly
• Teaching teachers
• Introducing computer science, not just
  programming
• Promoting science education

18
What Have We Learned?

• Focus on a few fundamental topics
• Include fun topics like Java3D
• Show computing in context (e.g. weather modeling)
• Parallel tracks are good Decaf and Expresso

19
The JETT Model Evolves

• We have continually refined JETT to make it a
  better experience for host sites and teachers
• Streamlining the application process
• Providing exemplars from successful sites
• Helping sites improve their knowledge of AP
  requirements
• Improving the evaluation process
• Providing more information on funding sources
• Sharing instructional resources among sites

20
Contact Information

• Chris Stephenson (Computer Science Teachers
  Association)
• cstephenson_at_acm.org
• Suzanne Menzel (Indiana University)
• menzel_at_indiana.edu
• Kelly Van Busum (Depauw University)
• kvanbusum_at_depauw.edu