Infusing Computational Thinking into General Education

将计算思维融入通识教育

基本信息

批准号：
1611959
负责人：
Lori Pollock
金额：
$ 30万
依托单位：
University of Delaware
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2016
资助国家：
美国
起止时间：
2016-09-01 至 2020-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1611959&HistoricalAwards=false
关键词：
Infusing Computational Thinking into General

项目摘要

This project addresses the challenge of infusing computational thinking (CT) into a wide array of undergraduate courses from many different disciplines. It is addressing NSF calls for "computer science for all students" and also will contribute to the NSF call for infusing computer science into other STEM (and non-STEM) courses [CS+X]. Based on prior work at the precollege as well as post-secondary level, it is building and testing a promising model of change at the institutional level at the University of Delaware. This model has the potential to be a national example for the infusion of computational thinking (CT) into a general undergraduate curriculum. It also introduces and, potentially, tests the effectiveness of four important initiatives designed to further CT in the curriculum: 1) a model for change; 2) effective faculty professional development practices; 3) incorporation of peer mentoring; and 4) formative and summative assessment.This change model builds on significant prior knowledge and experience and uses evidence-based approaches for ongoing faculty professional development, supported by trained undergraduates who act as Learning Assistants to create a functional learning community. It incorporates carefully-designed assessments of changes in faculty practice, general education courses, student learning outcomes and the impact of the structure on the change itself, building on the Association of American Colleges and Universities VALUE Rubrics, particularly the Quantitative Literacy Rubric.

该项目解决了将计算思维 (CT) 融入许多不同学科的广泛本科课程中的挑战。它正在响应 NSF“为所有学生提供计算机科学”的号召，并将为 NSF 将计算机科学融入其他 STEM（和非 STEM）课程 [CS+X] 的号召做出贡献。基于之前在大学预科和高等教育阶段的工作，它正在特拉华大学的机构层面建立和测试一个有前途的变革模型。该模型有潜力成为将计算思维（CT）融入普通本科课程的全国范例。它还介绍并可能测试旨在促进课程中的 CT 的四项重要举措的有效性：1）变革模型； 2）有效的教师专业发展实践； 3）纳入同伴指导； 4）形成性和总结性评估。这种变革模型建立在重要的先前知识和经验的基础上，并使用基于证据的方法进行持续的教师专业发展，并得到作为学习助理的训练有素的本科生的支持，以创建一个功能性的学习社区。它结合了对教师实践、通识教育课程、学生学习成果的变化以及结构对变化本身的影响的精心设计的评估，以美国学院和大学协会的价值标准为基础，特别是定量读写能力标准。