CPATH CDEF: Interdisciplinary Problem- and Case-based Computer Science

CPATH CDEF：基于问题和案例的跨学科计算机科学

• 批准号: 0722274
• 负责人: Owen Astrachan
• 金额: $ 24.14万
• 依托单位: Duke University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-07-01 至 2012-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0722274&HistoricalAwards=false
• 关键词: CPATH; CDEF; Interdisciplinary; Problem; Case

0722274CPATH CDEF: Interdisciplinary Problem- and Case-based Computer ScienceOwen AstrachanThis CPATH CISE Distinguished Education Fellow (CDEF) award to Dr. Owen Astrachan recognizes his role as an accomplished, creative, and innovative leader who serves the nation as a spokeperson and force for change in undergraduate computing education. CDEF awards are made to individuals who have achieved distinction in the computing profession, who are committed to transforming undergraduate computing education, and who have innovative ideas on how to do so. Dr. Astrachan's CDEF project focuses on the development and deployment of instructional materials to introduce Computer Science to majors across many fields. The research and approach build on the successful models of Case-Based learning and Problem-Based learning which are standard practices in business and medical schools, respectively. This approach will relate new knowledge and techniques from computer science to what students already know, e.g., how to use iTunes, why humans are similar to chimpanzees, or why blogs and wikis have transformative effects. The problems used in a Problem Based learning setting are authentic and are typically open-ended in that they can be approached, answered, and justified in more than one way. The model for Computer Science Education has remained largely unchanged in the past twenty years despite a thousand-fold increase in computing power and an unprecedented change in how society and science use technology. This project develops a process and materials to transform both what is taught and learned about computer science and how it is taught. The approach and materials are interdisciplinary as is the advisory board that has oversight for the project. The materials developed are aimed at both traditional computer science students and more broadly at students in other fields who remain largely unaware of the transformative tools, methods, and technologies that are part of the foundation of computer science. The extent to which Problem Based learning is made part of a course or curriculum and the type of Problem Based learning exercises developed depend on student population and experience, the goals of the course, the extent to which faculty are on board, and the resources committed to the process. An intrinsic aspect of the project is a cross-institution, collaborative, and interdisciplinary approach combining faculty and undergraduates to develop, test, and widely disseminate the approach. Well-designed and implemented Problem-Based learning modules will attract and be effective with a group of students beyond those considering computer as software engineering or mathematics. Using an approach with a track-record in medicine and business, but also with proven success in postsecondary biology and engineering courses will encourage new approaches and attract new audiences to computer science. The interdisciplinary character of the modules will necessarily have a broader impact than traditional, engineering and science approaches. The dimensions of effectiveness for Problem Based learning cut across learning style and gender as well as discipline.

0722274CPATH CDEF：跨学科的问题和基于案例的计算机科学科学Astrachanthis Cathis Cise杰出教育研究员（CDEF）奖（CDEF）授予Owen Astrachan博士，他认识到他作为一位有成就，创意和创新的领导者的角色，他们为全国提供了言论家，并在计算机上付出了不足程度的计算机教育。 CDEF奖项是针对在计算机专业中取得区分的个人，致力于改变本科计算教育的人，并且对如何做有创新的想法。 Astrachan博士的CDEF项目着重于开发和部署教学材料，以将计算机科学介绍给许多领域的专业。研究和方法基于基于案例的学习和基于问题的学习的成功模型，这些模型分别是商学院和医学院的标准实践。这种方法将将从计算机科学的新知识和技术与学生所知道的知识联系起来，例如，如何使用iTunes，为什么人类与黑猩猩相似，或者为什么博客和Wikis具有变革性的影响。基于问题的学习设置中使用的问题是真实的，通常是开放的，因为它们可以以多种方式接触，回答和合理。尽管计算能力增加了一千倍，并且在社会和科学使用技术的方式上，但在过去的二十年中，计算机科学教育模型在过去的二十年中仍保持不变。该项目开发了一种过程和材料，以改变有关计算机科学的知识和学习方式及其如何教授的过程。该方法和材料是跨学科的，对该项目进行监督的顾问委员会也是如此。开发的材料针对的是传统的计算机科学专业的学生，​​更广泛地针对其他领域的学生，这些学生在很大程度上不知道是计算机科学基础的一部分的变革性工具，方法和技术。将基于问题的学习成为课程或课程的一部分的程度以及开发的基于问题的学习练习的类型取决于学生的人数和经验，课程的目标，教职员工的参与程度以及致力于该过程的资源。该项目的一个内在方面是跨机构，协作和跨学科的方法，结合了教师和大学生来开发，测试和广泛传播该方法。 精心设计和实施的基于问题的学习模块将吸引并有效地与将计算机视为软件工程或数学的学生之外的一群学生。 使用医学和商业田径记录的方法，同时在高等生物学和工程课程方面取得了可靠的成功，将鼓励新的方法并吸引新的计算机科学受众。模块的跨学科特征必然会比传统的工程和科学方法更广泛。 基于问题的学习有效性跨越学习风格和性别以及纪律的效率。