Six Weeks with ROSE: Teacher Perspectives on Computer Science Professional Development

This innovative practice full paper describes a novel twofold approach to analyze the data collected during a six-week research-based summer professional development workshop for middle and high school STEM teachers in Southwest Missouri. In the fast-evolving field of Computer Science (CS), particularly within the Internet of Things (IoT) domain, the demand for a skilled workforce is increasing. To meet this demand, it is crucial to provide K-12 students with education in computing, computational thinking, and other broader Science, Technology, Engineering, and Mathematics (STEM) disciplines. The existing STEM curriculum could be enhanced to develop skills such as research-based problem-solving more effectively, aiming for a more comprehensive skill set among students. Therefore, empowering STEM teachers with a solid foundation of research-based problem-solving skills can significantly boost their readiness for the classroom, thus enriching their students' educational experiences. The Research Opportunity for Smart Environments (ROSE) program, a three-year initiative funded by the National Science Foundation (NSF), aims to prepare middle and high school STEM teachers to effectively introduce CS concepts through innovative IoT applications in Smart Environments, including Smart Homes and Smart Classrooms. To support STEM education in rural and other underrepresented areas, a cohort of in-service teachers from rural Southwest Missouri was selected for the inaugural ROSE summer workshop. Our data collection approach included open-ended questions and effective formative assessment techniques to gather the teachers' perspectives during the initial summer session. We adopted a twofold data analysis strategy, using the qualitative coding tool MAXQDA and sentiment analysis tools Valence Aware Dictionary and sEntiment Reasoner (VADER) and TextBlob, to analyze the teachers' responses. The research questions explored the impact of the ROSE program on educators and how their experiences and outlooks influenced their engagement and professional development within the program. The findings indicate that the ROSE program has positively influenced the teachers' personal and professional growth. The teachers experienced increased confidence and knowledge in research and teaching CS concepts, despite facing various challenges, which acted as motivation for learning. Their reflections also indicated that the mentorship and resources provided by the ROSE program have promoted the development of innovative teaching methods and a shift towards a student-centered approach, showcasing the program's success in fostering the personal and professional development of teachers for the advancement of future CS and STEM professionals.