Project Grant 2618431

The National Science Foundation Division of Research on Learning in Formal and Informal Settings awarded $301,008 to The University of Kentucky Research Foundation on October 1, 2025, under the STEM Education program (CFDA 47.076) to investigate the integration of computational thinking into elementary school curricula and develop professional development models for teachers.

The project delivers multi-year professional development and mentorship to elementary teachers, supporting them in designing and implementing computational thinking activities aligned with interdisciplinary standards and existing curricula. Over four years, the project directly engages 135 teachers in collaborative professional development and mentorship structures, with approximately 12,000 students indirectly impacted through classroom instruction. Teachers work closely with peers and project team members to prepare, teach, and reflect on lessons, with a community-of-practice model supporting both new and returning participants. The project includes a teacher-leader model in which trained teacher-leaders provide expanded support and lesson demonstrations to colleagues. Work initially focuses on schools in South Carolina, especially rural districts, with a week-long face-to-face professional development session scheduled for June 2026 in partnership with The Citadel.

The project period runs through July 31, 2027, with place of performance in Lexington, Kentucky. University of Texas at Arlington, through its Office of Research Administration, serves as a sub-grantee delivering research and project activities, including expanded development and research of the teacher-leader model and continuation of computational thinking curriculum development with generative AI support for lesson planning.