A growing body of evidence indicates that there is a deep effect of noncognitive factors on academic achievement and learning. In this study, we analyzed a set of 31 evaluation instruments designed to measure noncognitive constructs (e.g., self-efficacy, confidence, motivation) within computing education. Using the Lee and Shute framework, we assigned each of the 115 unique constructs found in the instruments into one of the four components (Student Engagement, Learning Strategies, School Climate, Social-familial Influences) and their subcomponents to determine which constructs are most frequently measured. We found that the majority of constructs were designed to measure Student Engagement (Affect and Cognition) and School Climate (Teacher Variables). Constructs measuring Learning Strategies and Social-Familial Influences (e.g., homework strategies, peer influences) occur the least. This study may enable further discussions of what noncognitive factors are/are not currently being measured within the computing education community.

This paper summarizes our mid-project results in developing and evaluating a CS Principles (CSP) professional development (PD) model for training several cohorts of teachers across an entire state geography. CS4Alabama is an NSF-funded project that has adopted the successful practices of a national AP training program developed by the National Math and Science Initiative (NMSI) in pursuit of scalable deployment and sustainable persistence of new CSP courses across Alabama. We have created a CSP curriculum and PD program based on year-long in-person training and distance learning collaboration, which also was offered as a national MOOC as part of Google CS4HS. A statewide Teacher Leader (TL) model is used, where those who have previously taught rigorous CS courses serve as mentors in training new peer cohorts as they establish CSP courses in their schools. Teachers in these cohorts collaborate together on content and pedagogical learning experiences, fostered by the TLs. This paper reports on assessment results that are uncovering the facets of our model that are most suitable for building a sustainable network of CSP teachers. The paper summarizes our PD model, offers various lessons learned, and details the findings of the project's external evaluation team.

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is a registered professional engineer with over twenty years of practitioner experience in Hydraulic and Stormwater Engineering. The majority of her career was spent working for WSDOT Headquarters Hydraulics and Stormwater Office where she was responsible for providing statewide support including; design, research, training,and policy development. Aimee is currently pursuing a Ph.D. in Civil Engineering at the University of Idaho with an emphasis in Stormwater Management and Engineering Education. She received her bachelor of science in Mechanical Engineering from Gonzaga University and a master of science in Civil Engineering from Washington State University. She is also an adjunct member of the Civil Engineering Faculty at Gonzaga University where she teaches Stormwater Management and Senior Design.

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