CPATH-2: Collaborative Research: Broadening Studio-Based Learning in Computing Education

CPATH-2：协作研究：扩大计算机教育中基于工作室的学习

• 批准号: 0939055
• 负责人: N Narayanan
• 金额: $ 42.06万
• 依托单位: Auburn University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-01-01 至 2014-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0939055&HistoricalAwards=false
• 关键词: CPATH; Collaborative; Research; Broadening; Studio

This CPATH award funds an extension of a prior community building award to expand the studio learning model on a national scale. A team of four computing faculty and three evaluators will address this challenge in a carefully orchestrated 30-month national project in which faculty development workshops will train ten to fifteen computing educators to teach up to twenty courses taken by a variety of computing and IT majors at ten to fifteen community colleges and universities across the country, with each course taught once in a studio-based format and once in a traditional format. A rich set of data, including pre- and post-tests, pre- and post-surveys, student interviews, and instructor reports, will be collected and analyzed in order to evaluate the impact of SBL. The instructional methods most commonly employed today in computing education are not a good match for computing careers of the future. Instruction tends to focus more on programming and less on computational thinking, design, and problem solving. Labs and homework assignments are generally geared toward individual and isolated work rather than communication, collaboration, presentation and critiquing. This not only runs the risk of turning students off to computing as a discipline, but also fails to prepare students for tomorrow?s computing careers that require skills in communication, collaboration and critical analysis, as well as computational thinking, design and problem solving. The Studio-Based Learning (SBL) model has the potential to train students in these skills, make learning computing both engaging and effective, and thus trigger a fundamental shift in computing education. Intellectual merits: The broad implementation and systematic evaluation of the SBL model has the potential to significantly expand the knowledge base on effective and engaging methods of computing education. Since the investigators' work on SBL dates back to the late 1990s, by the end of the proposed project, the collaborative group will have accumulated over a decade of data, theoretical analyses and practical information on the implementation and impact of SBL. Furthermore, five years' worth of systematic implementation and evaluation results will have accrued from a variety of computing courses, from a variety of institutions across the country, and for a broad spectrum of undergraduate students, making this one of the longest and most systematic evaluation of a pedagogical approach in computing education. Results from the project will therefore enrich both the theory and practice of computing education. Broader impacts: The national implementation should enable a large and diverse group of undergraduates in a variety of computing majors from across the country, in different types of institutions, and in different levels and types of computing courses, to benefit from SBL. In turn, this has the potential to form the beginnings of a convincing case for an even broader adoption of the approach. The ultimate benefit will be not only that students find the computing curriculum less intimidating and more engaging, but also that they are prepared for careers that increasingly require skills of computational thinking, design and problem solving, collaboration and communication. The project includes implementation in several EPSCOR states and minority-serving institutions. The activities of this project, evaluation results, and practical resources will be widely disseminated not only through the traditional means of papers, presentations and meetings, but also through a feature-rich community portal and other non-traditional means. Finally, this project's results could also benefit other science and engineering curricula because design and problem solving play important roles in all of science and engineering.

该CPATH奖为以前的社区建筑奖的扩展提供了资金，以扩大工作室学习模式。一个由四个计算教师和三名评估人员组成的团队将在一个精心策划的30个月的国家项目中应对这一挑战，在该项目中，教师开发研讨会将培训10到15个计算机教育工作者，以教授多达二十个计算机课程，并在全国各地十五到十五个社区大学中，每个课程都在每个课程中，并以每种基于opterio的形式进行了培训，并曾经是一个涉及的形式，并曾经是一个构造的形式。为了评估SBL的影响，将收集和分析丰富的数据，包括测试前和后测试，前后的研究，学生访谈和讲师报告。当今计算教育中最常用的教学方法对于计算未来的职业而言并不是一个很好的匹配。指导倾向于更多地专注于编程，而不是计算思维，设计和解决问题。实验室和家庭作业通常旨在实现个人和孤立的工作，而不是沟通，协作，演示和批评。这不仅冒着将学生视为一门学科的风险，而且还没有为学生准备明天需要沟通，协作和批判性分析技能的计算职业，以及计算思维，设计和解决问题。基于工作室的学习（SBL）模型有潜力培训学生的这些技能，使学习计算既吸引力又有效，从而触发了计算教育的根本转变。 智力优点：SBL模型的广泛实施和系统评估有可能显着扩大有效和引人入胜的计算教育方法的知识基础。自从调查人员在SBL上的工作可以追溯到1990年代后期，到拟议项目的结尾，协作小组将在十年的数据，理论分析和有关SBL实施和影响的实践信息中积累。此外，从各种计算课程，全国各地的各种机构以及广泛的本科生中，将获得五年的系统实施和评估结果，从而使这是对计算教育的教学方法最长，最系统的评估之一。因此，该项目的结果将丰富计算教育的理论和实践。更广泛的影响：国家实施应在来自全国各地的各种计算专业，不同类型的机构以及不同级别和类型的计算课程中的各种计算专业专业的本科生中，以使SBL受益。反过来，这有可能形成一个令人信服的案例的起点，以更广泛地采用该方法。最终的好处不仅是学生发现计算课程较少恐吓和更具吸引力，而且还准备好为越来越需要计算思维，设计和问题解决，协作和沟通技巧的职业做好准备。该项目包括在几个EPSCOR州和少数派服务机构中的实施。该项目的活动，评估结果和实践资源将不仅通过传统的论文，演示和会议方式来广泛传播，还将通过功能丰富的社区门户和其他非传统手段来广泛传播。最后，该项目的结果还可以使其他科学和工程课程受益，因为设计和解决问题在所有科学和工程中都起着重要作用。