Abstract
To keep pace with today's computer and technology-driven workforce, strategies that spark and foster student interest in computer science during the K-12 years are sorely needed. Thus it is essential that teachers at these formative years are able to provide successful learning experiences in computing. We provide an overview of the Strategic Problem-based Approach to Rouse Computer Science (SPARCS) project being conducted at University of Nebraska at Omaha. SPARCS aims to help middle school teachers incorporate computer science lessons into the classes they teach, and inspire their students to consider careers in computing-related industries. We present our experiences and findings from the first year of a planned three-year study on SPARCS.
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