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Case Study: Lessons learned while laying the foundation for a high school computer science curriculum
Conference proceeding   Open access

Case Study: Lessons learned while laying the foundation for a high school computer science curriculum

Russell Thackson, Chris Kadlec and Elizabeth R Rasnick
Proceedings of the Southern Association for Information Systems Conference
Southern Association for Information Systems (SAIS) Conference (Atlanta, Georgia, USA, 03/23/2018–03/24/2018)
03/2018

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Abstract

Parents, business leaders, and politicians agree that computer science (CS) education is a critical and necessary component of U.S. high school curriculum. Today however, key indicators, such as course offerings and participation in CS-related advanced placement exams, point to a significant lack of K-12 CS curriculum. Statesboro High School in Bulloch County, Georgia does not currently offer any formal CS-related course, making it a prime example of this gap. Faculty from both the high school and Georgia Southern University’s Department of Information Technology decided to work together to 1) demonstrate the need for a CS curriculum, 2) demonstrate the desire for CS-related courses, and 3) begin laying the foundation for a structured CS program conforming to Georgia state policy and guidelines. The need for a computer science curriculum is evidenced by the depth and breadth of private industry and government programs calling for and supporting CS programs. The desire for CS courses is clearly evidenced by multiple parental surveys and job opportunities, as well as the overwhelming positive student engagement in an on-site tech fair and informal survey regarding the start of a new after-school tech club. The foundation for building a computer science program at Statesboro High School began with the creation of an after-school tech club – named Code Blue – to establish potential enrollment and test various topics. Faculty and researchers learned multiple lessons concerning the technical details, execution plans, instructional techniques, and politics for introducing new curriculum.
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