CPATH-1: Spreading Small Footprints

CPATH-1：传播小足迹

• 批准号: 0939128
• 负责人: Lynn Stein
• 金额: $ 14.18万
• 依托单位: Franklin W. Olin College of Engineering
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-08-15 至 2015-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0939128&HistoricalAwards=false
• 关键词: CPATH; Spreading; Small; Footprints

This CPATH Project extends the Small Footprint model, successfully pioneered and developed at the Franklin W. Olin College of Engineering, to four other institutions, Massachusetts Amherst, Harvard, Colby, and Rensselear Polytechnic. The principal investigator will work with other academic institutions to adapt the lessons learned at Olin to a broader set of schools, specifically addressing the diverse needs of different kinds of educational institutions. Among the virtues of the small footprint curriculum are: a reduced core that concentrates on the particular elements that are required in order to learn the rest of computing; an emphasis on teaching students to learn more on their own; room for and an emphasis on active, hands-on, project-based and inquiry-driven projects, often carried out in teams; opportunities to collaborate with other disciplines and to build genuinely joint curriculum; and contextualization of the core of computing education. A diverse initial group of pioneer collaborators have are committed to immediate curricular reform. A series of workshops and town hall meetings as well as an online consultation will be used to identify and recruit additional partner institutions and to create a national shift in understanding of what is necessary to the revitalization of computing education.Intellectual Merit: Widespread change in computing curricula requires careful construction of viable models. The approaches of this project should provide opportunities for multi-disciplinary collaboration as the core computing curriculum is refactored to emphasize computing's durable bones. The PI brings a unique background including prior successes in growing curricula outwards from single institutions and extensive experience developing both a small footprint curriculum for computing and an engineering educational program. The first round partner schools have been carefully selected to provide diverse models from which to bootstrap a national conversation and community.Broader Impact: The primary focus of this project is the content and style of teaching, training, and learning in computing. The project will engage many educators in active conversation and then transformation of undergraduate computing programs. In turn, these curricular reforms will change the educational experiences of students in traditional computing disciplines and create new opportunities for students through the development of interdisciplinary programs. Initially the project is geographically centered but over time the project will broaden its reach through workshops, town hall meetings, publications, electronic and in-person consultation by the PI, and hands-on curricular revision. Eventually, every university in the nation should be able to look to at least one successful adaptation of the small footprint curriculum at a peer institution, so that curricular reform moves from radical innovation to the easier processes of emulation and adoption.

该CPATH项目将在富兰克林W. Olin工程学院成功开发和开发的小型足迹模型扩展到了其他四家机构，马萨诸塞州阿默斯特，哈佛大学，科尔比和Rensselear Polytechnic。首席调查员将与其他学术机构合作，以适应Olin所学的教训对更广泛的学校，特别是满足不同类型的教育机构的各种需求。小足迹课程的优点包括：一个减少的核心，集中于学习其余计算所需的特定元素； 强调教学学生自己学习更多；通常在团队中进行的积极，动手，基于项目和询问驱动的项目的余地；与其他学科合作并建立真正的联合课程的机会；和计算教育核心的情境化。 一群初始的先驱合作者致力于立即进行课程改革。一系列的研讨会和市政厅会议以及在线咨询将用于识别和招募其他合作伙伴机构，并在了解振兴计算教育所需的一切方面发生了全国性的转变。智能优点：计算课程中的广泛变化需要仔细构建可行的模型。该项目的方法应该为多学科合作提供机会，因为重新制定了核心计算课程以强调计算的耐用骨头。 PI带来了独特的背景，包括先前在单个机构向外发展课程的成功，并具有丰富的经验，既开发了用于计算的小足迹课程，又开发了一个工程教育计划。已经仔细选择了第一轮合作伙伴学校，以提供各种模型来引导全国对话和社区。BoaderImpact：该项目的主要重点是计算中教学，培训和学习的内容和风格。该项目将吸引许多教育工作者进行积极的对话，然后对本科计算计划的转换。反过来，这些课程改革将改变学生在传统计算学科中的教育经历，并通过制定跨学科计划为学生创造新的机会。最初，该项目以地理位置为中心，但随着时间的流逝，该项目将通过PI和动手课程修订的研讨会，市政厅会议，出版物，电子和面对面咨询来扩大其影响范围。 最终，全国的每所大学都应该能够在同伴机构中至少成功适应小型足迹课程，以便课程改革从激进的创新转变为更轻松的仿真和采用过程。