Collaborative Research: CPATH CB: Exploring Studio-Based Instructional Models for Computing Education

合作研究：CPATH CB：探索基于工作室的计算教育教学模型

• 批准号: 0721927
• 负责人: Christopher Hundhausen
• 金额: --
• 依托单位: Washington 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: 2007-07-15 至 2010-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0721927&HistoricalAwards=false
• 关键词: Collaborative; Research; CPATH; CB; Exploring

ABSTRACTCNS 0721927 PI Christopher Hundhausen, Washington State UniversityCNS 0722139 PI N. H. Narayanan, Auburn UniversityCNS 0722323 PI Martha Crosby, University of HawaiiThis CPATH collaborative project between Washington State University, Auburn University, and the University of Hawaii extends and evaluates the use of studio-based instruction in undergraduate computing courses and builds regional communities of practice at universities geographically close to the three funded institutions. The studio method, adapted from standard pedagogy in architecture education, actively engages students in collaborative, design-oriented learning. The method emphasizes learning activities in which students construct personally-meaningful representations of computing concepts under study and present the representations to their instructors and peers for feedback using the concept of design criticisms. This project builds on prior work done in isolated courses to include systematically implementing and evaluating coordinated course sequences at the three participating institutions. Community building is achieved through regional workshops, regular community video conferences during the academic year, a shared resource portal, and national outreach during the final year. The intellectual merit of this project lies in its novel pedagogical approach that has shown early promise in empirical evaluations. The project includes a research team with significant expertise in both the methodologies as and with proven leadership skills essential for community building. The multiple institution implementation offers the potential to evaluate and demonstrate the benefits of the approach and its viability as a national model for undergraduate computing education. The broader impacts of the project lie with the diverse groups of students impacted at each of the institutions and the potential to reach faculty and students in geographic regions in very different parts of the nation. In addition, the project lays the foundation for creating a sustainable community of educators and put in place mechanisms to support and nurture the community in the future, thus providing a model for educational outreach that could be of value to others engaged in innovation in undergraduate computing education.

摘要CNS 0721927 PI Christopher Hundhausen，华盛顿州立大学CNS 0722139 PI N. H. Narayanan，奥本大学CNS 0722323 PI Martha Crosby，夏威夷大学华盛顿州立大学、奥本大学和夏威夷大学之间的这个 CPATH 合作项目扩展并评估了基于工作室的教学的使用本科计算机课程，并在地理上靠近这三个国家的大学建立区域实践社区资助机构。 工作室方法改编自建筑教育的标准教学法，积极让学生参与以设计为导向的协作学习。 该方法强调学习活动，在这些活动中，学生构建所研究的计算概念的对个人有意义的表示，并使用设计批评的概念将这些表示呈现给教师和同学以获得反馈。该项目建立在先前在独立课程中完成的工作的基础上，包括系统地实施和评估三个参与机构的协调课程序列。社区建设是通过区域研讨会、学年定期社区视频会议、共享资源门户以及最后一年的全国推广来实现的。该项目的智力优点在于其新颖的教学方法，该方法在实证评估中已显示出早期的希望。该项目包括一个研究团队，他们在方法论方面拥有丰富的专业知识，并且拥有社区建设所必需的经过验证的领导技能。 多个机构的实施提供了评估和展示该方法的好处及其作为本科计算机教育国家模型的可行性的潜力。该项目更广泛的影响在于每个机构受影响的学生群体不同，并且有可能影响到全国不同地区的教师和学生。 此外，该项目为创建可持续的教育工作者社区奠定了基础，并建立了未来支持和培育社区的机制，从而提供了一种教育推广模式，对于其他从事本科计算机创新的人来说可能有价值教育。