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This design-based research study describes the instructional design process, benefits, and lessons learned in providing District Science Coordinators (DSCs) with differentiated professional development. Two cohorts of DSCs participated in a two-year professional development (PD) program (12 in Cohort 1 and 11 in Cohort 2) that met synchronously once per month and assigned asynchronous modules to DSCs based on a pre-assessment performance. DSCs provided feedback for each module and the entire program through surveys and interviews. DSCs’ engagement in the program was also tracked through the differentiated modules. DSCs’ responses indicated that the PD program provided them with a community of practice and the knowledge, skills, and confidence to advocate for science education. Lessons learned throughout the process included that DSCs needed intermediate deadlines, modules needed to be divided into smaller topics, and more consistent feedback should be provided throughout the implementation. This study provides practical suggestions for designing differentiated PD programs for educators and offers a possible format to help create communities of practice for educators.
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Adopting Heterogeneous Computing Modules: Experiences from a ToUCH Summer Workshop
We present efforts to encourage the adoption of modules for teaching heterogeneous parallel computing through a faculty development workshop. The workshop was held remotely using a novel format to exploit the advantages of a virtual format and mitigate its disadvantages. Adoption at a wide variety of institutions showed module effectiveness and also gathered feedback leading to several module improvements. We also report on the adoptions themselves, which show the importance of supporting adaptation of the modules for diverse settings.
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- Award ID(s):
- 1829554
- PAR ID:
- 10409796
- Date Published:
- Journal Name:
- Proc. 2022 IEEE/ACM International Workshop on Education for High Performance Computing (EduHPC)
- Page Range / eLocation ID:
- 18 to 25
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1109/EduHPC56719.2022.00008
