CPATH EAE: Project Vision: Changing Computing Using Locally Meaningful Context

CPATH EAE：项目愿景：使用本地有意义的上下文改变计算

• 批准号: 0722270
• 负责人: Pamila Dembla
• 金额: $ 11.34万
• 依托单位: Kennesaw State 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: 2007-10-01 至 2010-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0722270&HistoricalAwards=false
• 关键词: CPATH; EAE; Project; Vision; Changing; CPATH; EAE; Project; Vision; Changing

This proposal centers around the notion that computing has evolved into an inter- and intra-disciplinary field of intertwined concepts that pervade society. The Georgia Institute of Technology (Georgia Tech) and other schools in the University System of Georgia have defined and adopted a number of specialized degrees and contextualized computing courses. Last Fall, Georgia Tech extended this approach to createthe Threads model includes a process for creating curricular change, an infrastructure for advising, and software to support administrators, advisors, educators and students. In parallel, Brooklyn College of the City University of New York (BC-CUNY) has developed several context-based approaches to computing education with a focus on introductory courses and the high school to college continuum, as well as created two new interdisciplinary masters degrees. The team proposes to create an alliance that validates and extends the Threads model. The proposed work encompasses a methodical approach to understanding the process of defining broad, flexible paths through a computing curriculum, and to measuring and analyzing the outcomesof this process when applied to a variety of departments and interest groups. At the heart of this process is an emphasis on context-based instruction and targeted advising that helps students crystalize career paths and realize the short- and long-term relevance of their coursework. The project explores crucial research questions that arise out of adapting and applying Threads, and evaluating the effects on students, faculty and administrators through quantitative and qualitative studies. Under the work proposed here, they will measure the impact of Georgia Tech?s implementationof the Threads model and the supporting advising mechanisms; extend and adapt Threads to a broad range of computing departments; facilitate its adoption at such departments; and evaluate its efficacy under a variety of conditions. The goal is a validated, widely deployed and broadly-evaluated model of curricular reform that is applicable to small and large departments, students with a range of backgrounds and abilities, and faculty with a range of interests. The combination of diverse experiences brought together by the project team promises to produce results with the potential to serve as national models for both computing and other STEM (science, technology, engineering and math) disciplines.

该提议围绕着计算已经演变成遍布社会的交织概念的跨学科领域的观念。佐治亚理工学院（佐治亚理工学院）和佐治亚大学系统的其他学校已经定义并采用了许多专业学位和上下文化的计算课程。去年秋天，佐治亚理工学院将这种方法扩展到创建线程模型，其中包括一个用于创建课程更改的过程，用于建议的基础架构以及支持管理员，顾问，教育工作者和学生的软件。同时，纽约市城市大学布鲁克林学院（BC-Cuny）开发了几种基于上下文的计算方法，专注于入门课程和高中进入大学连续教育，并创建了两个新的跨学科硕士学位。 团队建议创建一个验证和扩展线程模型的联盟。提出的工作涵盖了一种有条不紊的方法，可以理解通过计算课程定义广泛，灵活的路径的过程，并在应用于各个部门和利益群体时测量和分析此过程的结果。这一过程的核心是强调基于上下文的指导和针对性的建议，以帮助学生结晶职业道路并实现其课程工作的短期和长期相关性。该项目探讨了由适应和应用线程提出的关键研究问题，并通过定量和定性研究评估对学生，教职员工和管理人员的影响。 根据这里提出的工作，他们将衡量佐治亚理工学院的实施线程模型和支持咨询机制的影响；扩展并调整线程到广泛的计算部门；促进其在此类部门的收养；并在各种条件下评估其功效。该目标是一种经过验证，已广泛部署和广泛评估的课程改革模型，适用于小型和大型部门，具有一系列背景和能力的学生以及具有一系列兴趣的教师。项目团队汇集的各种体验的结合有望产生结果，并有可能作为计算和其他STEM（科学，技术，工程和数学）学科的国家模型。