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: 0939157
• 负责人: Martha Crosby
• 金额: $ 17.63万
• 依托单位: University of Hawaii
• 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 2014-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0939157&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 奖项资助了先前社区建设奖项的扩展，以在全国范围内扩展工作室学习模式。由四名计算机教师和三名评估员组成的团队将在一个精心策划的为期 30 个月的国家项目中应对这一挑战，在该项目中，教师发展研讨会将培训 10 到 15 名计算机教育工作者，教授各种计算机和 IT 专业的多达 20 门课程。全国有十到十五所社区学院和大学，每门课程以工作室形式教授一次，以传统形式教授一次。将收集和分析丰富的数据，包括前后测试、前后调查、学生访谈和讲师报告，以评估 SBL 的影响。当今计算机教育中最常用的教学方法并不适合未来的计算机职业。教学往往更多地关注编程，而不是计算思维、设计和问题解决。实验室和家庭作业通常面向个人和孤立的工作，而不是沟通、协作、演示和批评。这不仅存在让学生放弃计算机作为一门学科的风险，而且也无法让学生为未来的计算机职业做好准备，因为未来的计算机职业需要沟通、协作和批判性分析以及计算思维、设计和解决问题的技能。基于工作室的学习 (SBL) 模型有潜力培训学生这些技能，使计算学习既有吸引力又有效，从而引发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展有效且有吸引力的计算教育方法的知识库。由于研究人员关于 SBL 的工作可以追溯到 20 世纪 90 年代末，到拟议项目结束时，合作小组将积累十多年有关 SBL 实施和影响的数据、理论分析和实践信息。此外，五年来的系统实施和评估结果将来自全国各地不同机构的各种计算机课程，并针对广泛的本科生，这使得这是历时最长、最系统的评估之一计算机教育中的教学方法。因此，该项目的结果将丰富计算机教育的理论和实践。更广泛的影响：全国范围内的实施应该使来自全国各地、不同类型的机构、不同级别和类型的计算机课程的各种计算机专业的大量、多样化的本科生能够从 SBL 中受益。反过来，这有可能成为更广泛采用该方法的令人信服的案例的开端。最终的好处不仅是学生会发现计算课程不那么令人生畏、更具吸引力，而且他们也为越来越需要计算思维、设计和问题解决、协作和沟通技能的职业做好了准备。该项目包括在几个 EPSCOR 州和少数族裔服务机构中实施。该项目的活动、评估结果和实用资源将不仅通过论文、演示和会议等传统方式广泛传播，还将通过功能丰富的社区门户和其他非传统方式广泛传播。最后，该项目的结果也可能有益于其他科学和工程课程，因为设计和问题解决在所有科学和工程中都发挥着重要作用。