Collaborative Research: Moving beyond access, increasing teacher knowledge to teach rigorous equity-focused high school computing

As computing becomes increasingly vital across all industries, the demand for skills in information technology and software has surged, while the training infrastructure has struggled to keep up. This need is particularly significant for the economy of the greater Detroit area, where the automotive and manufacturing sectors dominate. However, two major challenges hinder the integration of computer science education in Detroit-area high schools: (1) a shortage of teachers with the necessary preparation and confidence to teach the subject, and (2) a lack of student awareness and interest in pursuing such courses, even when available. Researchers from the University of Detroit Mercy and Michigan State University are collaborating on a project to expand access to quality computer science instruction for high school students in Detroit. 

The project employs a sustainable, multi-faceted approach to build the capacity of underserved high schools in the metro-Detroit area to offer computer science curricula. Key components include: (a) training current high school teachers through a co-teaching model with university faculty, (b) offering intensive summer computer science workshops for teachers, (c) co-designing lessons with educators that incorporate issues of social and racial justice into computer science courses, and (d) adapting and sharing curricula that integrate technology, computational thinking, and career exploration into core academic subjects. The project will use a mixed-methods approach to collect data on teacher learning as well as student outcomes, including AP Exam pass rates, attitudes toward computer science, and post-graduation plans. The findings will provide insights into how best to support high school teachers in delivering engaging and effective computer science education that positively impacts student learning and career trajectories.