Document Type
Conference Proceeding
Publication Date
2-2020
Publication Title
Proceedings of the 51st ACM Technical Symposium on Computer Science Education
Pages
805–806
Publisher Name
Association for Computing Machinery
Abstract
Most U.S. states support college-readiness and access through dual enrollment, in which high school students enroll in college courses. Concurrent enrollment (CE) allows students to take college courses in their own high school, taught by high school teachers approved by the partner college. CE has positive effects on students' education, but rarely is CS available through CE. Unlike AP, CE provides college credit to students who are assessed throughout the course rather than by a single high-stakes exam/project. This panel will showcase four different types of post-secondary institutions' experiences offering CS-through-CE and discuss its potential as an entry point into CS for students underrepresented in computing, including those in urban and rural settings. Panelists will share challenges (such as teacher credentialing) and benefits of CS-through-CE. The audience will understand supports and barriers to creating CS-through-CE courses, will be provided with resources, and will crowd-source possible next steps in implementing CE as a model for broadening participation.
Recommended Citation
Fall, Renee; Freeman, Seth; Greenberg, Ronald I.; Kaiser, Dan; and Sridhar, Nigamanth. Computer Science through Concurrent Enrollment: A Strategy to Broaden Participation. Proceedings of the 51st ACM Technical Symposium on Computer Science Education, , : 805–806, 2020. Retrieved from Loyola eCommons, Computer Science: Faculty Publications and Other Works, http://dx.doi.org/10.1145/3328778.3366981
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Copyright Statement
© The Authors, 2020.
Comments
Author Posting © The Authors, 2020. It is posted here by permission of The Authors for personal use, not for redistribution. The definitive version was published in Proceedings of the 51st ACM Technical Symposium on Computer Science Education, February, 2020. https://doi.org/10.1145/3328778.3366981