We measured student and teacher attitudes toward computer science (CS), interests in CS, and awareness of the applicability of CS before and after their engagement in the program. Indicators for teachers were change in knowledge and skills (assessed with a pre- post- assessment), self-efficacy, implementation success, and interest in continuing to offer the course.

Agent-based modeling is a type of modeling in which the modeler abstracts a real-world scenario and represents it as a virtual world complete with agents (or individuals or entities) who have behaviors, an environment, and interactions between agents and/or agents and environment. In the virtual world, researchers can run “What if?” scenarios and run time forward to see potential outcomes. This is particularly useful if the experiment is too dangerous, too expensive or too slow to perform in the real world.

Thank you! Did you find changes in knowledge and skills or efficacy?

Yes, in all three areas there were positive gains. We are still analyzing the data from the student and teacher cohorts but initial findings were very encouraging.

We are basing our instruction on an agent-based modeling (ABM) tool developed at Northwestern University called NetLogo.

Yes, we have a set of best practices that we use. One is a learning trajectory specific to ABM wherein the student modeler/researcher learns to create agents; then move agents in an environment, have them impact the environment and react to the environment; and finally have them react to other agents. With these simple procedures, one can create models of systems from ecosystems, epidemics, economies, social groups, to particles and solar systems, with which to study phenomena scientifically.

Another best practice is a progression called “Use-Modify-Create.” First a student reads and decodes a simple model, then runs experiments using this model as a test bed, then modifies the model (by writing new procedures or customizing agents) to reflect a local condition or scenario of interest, and finally after a number of modifications or starting from scratch, the student has a created a model that is uniquely their own with which to run experiments to understand the system they are studying.

Good questions! Unfortunately, I don’t think NM has an idea of how to certify CS teachers. The teachers we work with are typically high school STEM teachers who are able to serve as learning coaches or TAs for a flipped dual credit course offered through Univ. of NM. We think CS should be integrated throughout the curriculum as well as offered through standalone CS courses.

Certification issues are not unique to NM! Computer Science is NOT office applications and web design. (Well, just a small part). At my school, CS courses are new and in surrounding districts (Eastern MA) they mostly operate under the business department.