Maryland Center for Computing Education (MCCE)
The MCCE is designed to expand access to high-quality Pre-Kindergarten-12 (P-12) computing education by strengthening educator skills and increasing the number of computer science teachers in elementary and secondary education. It also serves as a focal point for broader collaborative initiatives to increase the availability and quality of P-12 computing education across the state, including stakeholder meetings and partnerships; teacher certification efforts; standards and curriculum development; innovative pedagogical research and practices; training and awareness for administrators, students, and parents; and coordinating with related national efforts.
The MCCE is housed at the University System of Maryland, and was founded in partnership with the University of Maryland, Baltimore County, and the University of Maryland, College Park. The long-term vision is for a collaborative Center that has connections with USM campuses, school systems, nonprofits, industrial partners, and other government agencies for a strong public-private partnership. The MCCE Advisory Board will include representatives of multiple stakeholders and institutions, to foster a strong community-centered vision.
Building on several national-level computing initiatives (including the White House’s CS for All initiative, the NSF-funded Expanding Computing Education Pathways Alliance, and the P-12 Computing Education Framework initiative), the MCCE leverages
the existing partnership between the University of Maryland, Baltimore County (UMBC), the University of Maryland, College Park (UMCP), the University System of Maryland (USM), the Maryland State Department of Education (MSDE), and other stakeholders. The MCCE was created at the unanimous recommendation of the Maryland CS Education Steering Committee, which includes P-12 educators and partners, MSDE members, higher education representatives, business partners, and other key stakeholders.
At the September 2016 meeting, the steering committee reaffirmed its commitment to its 15-year goals, identified the need for a centralized clearinghouse for continuing efforts, and endorsed the formation of the MCCE. Working in collaboration with the progress of national computing education projects and partners, Maryland is
well-positioned to establish a comprehensive approach to meeting the needs of educators and expanding options for Maryland’s future knowledge economy. The centralized infrastructure provided by MCCE will increase access, equity, and efficiency of computing education.
To support the Maryland Computing Education 15-Year Goals, the initial primary focus of the MCCE is to increase the number of qualified P-12 teachers who teach computational thinking in STEM courses and a full range of computer science courses, leading to multiple postsecondary options in computer science, information technology, and cybersecurity. The MCCE assists local school systems and other partner organizations to increase student exposure to computing and computational thinking by supporting existing teachers, creating a pool of new computer science teachers, and developing educator supports and resources.
Other key goals and activities include:
- Collaborative Advocacy. Providing a focal point for continuing the Maryland CS Education Steering Committee and state-level collaborations to improve standards, curriculum, course availability, teacher preparation, national visibility, and funding support for CS education.
- Assessing Progress. Measuring and tracking progress towards the Steering Committee’s 15-year goals, leveraging the Maryland Longitudinal Data Center.
- Increasing Diversity. Broadening participation by increasing gender, racial, and socioeconomic diversity in computing, as well as increasing accessibility to students with disabilities by providing quality teacher preparation.
- Developing Quality Content. Improving P-12 computing curriculum and providing quality teacher preparation.
Maryland Computing Education 15-Year Goals
Final 15 Year Goals
| Student Access and Participation
||CS course listings and annual CS education event in every system. Gender, race, and socioeconomic gaps measured and targeted.
||CS course offerings in every high school. AP-level course in 50% of high schools in each system.
||CS course offerings, including AP, taught by trained teachers in every high school. Gaps have been reduced by 50% from baseline.
||Rigorous computing courses and content offered in every P-12 school.
||CS is offered to every student throughout their P-12 education. Gaps have been reduced by 90% from baseline.
||Trained teachers and guidance counselors in 50% of high schools.
||Trained teachers and guidance counselors in every high school.
||At least three undergraduate and three graduate programs offering CS certification.
||Training universally available. All P-12 pre-service programs require a CS course.
||All secondary CS teachers are certified in CS. Offerings are continually updated.
|Curriculum and Standards
||P-12 CS framework and standards adopted in Maryland, consistent with national standards.
||Curriculum materials identified for every grade level.
||P-12 CS curriculum in every school system aligned with state CS standards.
||Graduation requirements include CS. All P-12 CS standards implemented in all schools.
||Review board established and in effect to continually update P-12 standards.
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