David Weintrop Assistant ProfessorPh.D.Northwestern University(2016) Home People David Weintrop Department: Department of Teaching and Learning, Policy and Leadership Division: STMEEmail Address: email@example.com Research Interests Computational Thinking & Computational Literacy, Computer Science Education, Broadening Participation in STEM, Human-Computer Interaction, Computational Methodologies, Educational Technology, Design of Learning Environments Bio David Weintrop is an Assistant Professor in the Department of Teaching & Learning, Policy & Leadership in the College of Education with a joint appointment in the College of Information Studies at the University of Maryland. His research focuses on the design, implementation, and evaluation of accessible and engaging computational learning environments. He is also interested in the use of technological tools in supporting exploration and expression across diverse contexts including STEM classrooms and informal spaces. His work lies at the intersection of human-computer interaction, design, and the Learning Sciences. David has a Ph.D. in the Learning Sciences from Northwestern University and a B.S. in Computer Science from the University of Michigan. He spent one year as a postdoctoral researcher at the University of Chicago studying computer science learning in elementary classrooms prior to joining the faculty at the University of Maryland. Before starting his academic career, he spent five years working as a software developer at a pair of start-ups in Chicago. You can learn more about David and his research on his website. Publications Select publications - a full list of publications can be found here. Weintrop, D. & Wilensky, U. (2017). Comparing Blocks-based and Text-based Programming in High School Computer Science Classrooms. Transactions on Computing Education (TOCE), 18(1), 1-25. Weintrop, D. & Wilensky, U. (2017). How Block-based Languages Support Novices: A Framework for Categorizing Block-based Affordances. Journal of Visual Languages and Sentient Systems, 3, 92–100. Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining Computational Thinking for Mathematics and Science Classrooms. Journal of Science Education and Technology, 25(1), 127–147. Weintrop, D., & Wilensky, U. (2017). Between a Block and a Typeface: Designing and Evaluating Hybrid Programming Environments. In Proceedings of the 2017 Conference on Interaction Design and Children (pp. 183–192). New York, NY, USA: ACM. Weintrop, D., & Holbert, N. (2017). From Blocks to Text and Back: Programming Patterns in a Dual-Modality Environment. In Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education (pp. 633–638). New York, NY, USA: ACM. Brady, C., Orton, K., Weintrop, D., Anton, G., Rodriguez, S. & Wilensky, U. (2016). All Roads Lead to Computing: Making, Participatory Simulations, and Social Computing as pathways to Computer Science. IEEE Transactions on Education, 60(99), 1–8. Weintrop, D., Holbert, N., Wilensky, U. & Horn, M. S. (2016) Computational Thinking in Constructionist Video Games. International Journal of Game-Based Learning, 6(1), 1–17. Weintrop, D. & Wilensky, U. (2015). Using Commutative Assessments to Compare Conceptual Understanding in Blocks-based and Text-based Programs. In Proceedings of the 11th annual International Computing Education Research (ICER) conference. New York, NY, USA: ACM. Weintrop, D. & Wilensky, U. (2015). To Block or not to Block, That is the Question: Students’ Perceptions of Blocks-based Programming. In Proceedings of the 14th International Conference on Interaction Design and Children. New York, NY, USA: ACM. Grants & Projects Scratch Encore - Equity via a Flexible, Advanced Scratch Curriculum for Diverse Students and Teachers in Upper Elementary (2018-2020)NSF CS4All 1738758 - $1,014,811PIs: Diana Franklin, David Weintrop, Andy Isaacs, Brenda WilkersonThis researcher-practitioner project seeks to answer the following research question: How can we create advanced elementary Computer Science instructional materials that value advancing equity equally with student learning outcomes? In collaboration with the Chicago Public School district, we will investigate the current landscape of upper-elementary computer science instruction and will create an advance Scratch curriculum focused on equity to help bridge introductory computer science learning experience with high school computing educational opportunities. Talking to Robots – Block-by-Block (2017) Gift from ABB Group - $100,000Co-PIs: David Weintrop & Diana FranklinThis year-long project was a joint venture with ABB Group to design an intuitive, accessible block-based programming interface for their Roberta industrial robot.