EAGER: Computational Thinking in Action in America's STEM Workplaces

EAGER：计算思维在美国 STEM 工作场所的实际应用

• 批准号: 1057672
• 负责人: Joyce Malyn-Smith
• 金额: $ 20.92万
• 依托单位: Education Development Center
• 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: 2010-09-01 至 2012-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1057672&HistoricalAwards=false
• 关键词: EAGER; Computational; Thinking; Action; America

Building on the successes of ATE?s IT Across Careers (ITAC) Project and extensive experience developing national and regional voluntary industry skill standards, EDC and a technical committee of computer scientists and thought leaders in computational thinking (CT) from the University of Washington, Massachusetts Institute of Technology, Williams College, Santa Fe Institute, and Raytheon Corporation will develop and validate a common core of CT skill sets used by scientists, technicians/technologists, engineers, and mathematicians in America?s STEM (Science, Technology, Engineering, Mathematics) workplaces. The project employs a skill standards development methodology used in European social partnerships to identify a ?learning occupation? and conduct an occupational analysis of that occupation?creating new language and a framework to describe work duties, tasks, skills, knowledge, and attributes of U.S. STEM professional and technical workers empowered with CT. The project will conduct a national online validation of the resulting CT duties, responsibilities, and associated skills, knowledge, and attributes. With expert STEM workers, the project team will develop written and visual examples of how STEM workers use CT skills in routine work to solve problems commonly found in STEM workplaces. Traditional and innovative dissemination strategies will be used to share findings with the national community of CT stakeholders to inform and advance ongoing efforts to define CT, and to integrate CT into K?20 education programs aimed at building the next generation of STEM innovators. Intellectual Merit: The project builds on existing efforts to define CT. It addresses the urgent need to ground the many emerging definitions of Computational Thinking in validated skills, knowledge, and experiences of working scientists, technicians, and technologists who use CT on a daily basis. Engaging expert computational thinkers from laboratories and industry, modifying the DACUM (Developing A CUrriculuM) process to describe CT, and using the ?learning occupation? as a mechanism to surface and promote dialogue across disciplines and work sectors are each radically different from current approaches used by computer scientists to describe and clarify CT. The concept of a learning occupation is a proven way of defining new occupations for emerging industries and occupations that have undergone substantive changes in worker responsibilities. The occupational analysis DACUM methodology has been widely validated and used internationally to identify the skills needed by front-line workers. The proposed activities meet an important need within the CT community and build on prior NSF and National Skill Standards development work. The technical committee connecting the project to national computer science and CT networks are experts who are influential in their fields and highly regarded contributors to evolving definitions of CT. The PI for this project is a seasoned NSF PI who has led NSF projects and a large NSF center successfully serving the needs of NSF projects that develop pathways to STEM careers. Broader Impacts: The occupational analysis methodology provides a new language and structure that can potentially transform dialogue among thought leaders shaping the emerging definitions of computational thinking. The technical committee will ensure that the work finds a prominent place in the national discussion on CT. Demystifying difficult CT concepts will contribute to the public understanding of CT as a foundational skill set for STEM workers and attract new students into STEM. The articulated skill sets and examples will provide learning guideposts for students seeking to become the STEM innovators of the future. Moreover, they will help educators design and develop relevant programs of study, career pathways, and curricula leading students to STEM careers. Examples of CT skills ?in action? in the workplace will be used by counselors and educators to help broaden participation in STEM learning and careers, and lead to the construction of learning experiences that engage underrepresented groups and grow their talent. The processes established within this project will advance understanding of what it takes to articulate new and emerging occupations in STEM and surface important new questions to pursue.

Building on the successes of ATE?s IT Across Careers (ITAC) Project and extensive experience developing national and regional voluntary industry skill standards, EDC and a technical committee of computer scientists and thought leaders in computational thinking (CT) from the University of Washington, Massachusetts Institute of Technology, Williams College, Santa Fe Institute, and Raytheon Corporation will develop and validate a common core of CT skill sets used by scientists, technicians/technologists,美国的工程师和数学家的STEM（科学，技术，工程，数学）工作场所。该项目采用欧洲社会伙伴关系中使用的技能标准发展方法来识别学习职业？并对该职业进行职业分析？创建新的语言和一个框架，以描述美国STEM专业和技术工作者的工作职责，任务，技能，知识和属性。该项目将对由此产生的CT职责，职责以及相关技能，知识和属性进行全国性的在线验证。对于STEM工人，项目团队将开发书面和视觉示例，说明STEM工人如何在常规工作中使用CT技能来解决STEM工作场所常见的问题。传统和创新的传播策略将用于与CT利益相关者的国家社区分享发现，以告知和推动持续的努力来定义CT，并将CT集成到K？20教育计划中，旨在建立下一代STEM Innovators。智力优点：该项目以现有的定义CT的努力为基础。它迫切需要在每天使用CT的工作科学家，技术人员和技术人员的验证技能，知识和经验中对计算思维的许多新兴定义。吸引来自实验室和行业的专家计算思想家，修改DACUM（开发课程）流程来描述CT和使用“学习职业”？作为一种机制，与计算机科学家用来描述和澄清CT的当前方法完全不同，跨学科和工作部门浮出水和促进对话的一种机制。学习职业的概念是为新兴行业和职业定义新职业的一种验证方式，这些职业经历了工人责任的实质性变化。职业分析DACUM方法已在国际上得到广泛验证和使用，以确定一线工人所需的技能。拟议的活动满足了CT社区中的重要需求，并以先前的NSF和国家技能标准发展工作为基础。将该项目与国家计算机科学和CT网络联系起来的技术委员会是在其领域具有影响力的专家，并且对CT的不断变化定义具有备受推崇的贡献者。该项目的PI是一个经验丰富的NSF PI，他领导了NSF项目，而大型NSF中心成功地满足了NSF项目的需求，这些项目的需求开发了促进职业生涯的途径。更广泛的影响：职业分析方法提供了一种新的语言和结构，可以在思想领导者之间改变对话，从而塑造了计算思维的新兴定义。技术委员会将确保工作在CT的全国讨论中找到一个重要的位置。揭开困难的CT概念将有助于公众对CT的理解，因为CT是STEM工人的基础技能，并吸引新生进入STEM。清晰的技能集和示例将为寻求成为未来的STEM创新者的学生提供学习指南。此外，它们将帮助教育工作者设计并制定相关的学习，职业途径和课程，使学生从事STEM职业。 CT技能的示例？辅导员和教育工作者将在工作场所使用，以帮助扩大对STEM学习和职业的参与，并导致学习经验的建设，这些学习经验使代表性不足的群体并提高了他们的才华。该项目中建立的过程将促进对阐明STEM和浮出水面重要的新问题所需的新事业所需的理解。