CPATH-CDEF: Resparking Innovation in Computing Education

CPATH CISE杰出教育研究员(CDEF)奖授予Peter Denning博士，以表彰他作为一名成就卓著、富有创造力和创新能力的领导者的角色，他作为本科计算机教育变革的代言人和力量服务于国家。CDEF奖颁发给在计算机行业取得卓越成就、致力于改变本科计算机教育并对如何做到这一点有创新想法的个人。在他的CPATH项目中，Denning博士阐明了振兴美国本科计算机教育的广泛愿景，以及围绕这些振兴努力建立社区的实施计划。他的项目愿景是通过刺激更多有才华的、创新的计算人才供应来支持美国的竞争力。目标是为计算机教育设计一种新的操作模式，并在计算机械协会(ACM)教育委员会的支持下，让计算机部门参与该模式的实验。新的模式将忠实于基本的计算原则，强调个别教师、学生和部门的创新，并支持教师发挥导师和教练的作用。该项目社区建设方面的一个关键组成部分是，该项目将设计可由ACM管理的支持网络和结构，以支持研讨会的想法。而且，讲习班将支持至少20多名外地创新初级领导人的领导力发展。在这方面，国际和平研究所将组织三个应邀讲习班和一份全面的最后报告。第一个是大原则讲习班，将寻求就计算机基本原则的介绍、专家编写原则故事的承诺以及建立ACM大原则图书馆达成一致，该图书馆最初由受委托的专家编写的材料组成。第二个工作坊是激励课程创新工作坊，将表彰创新者并宣传他们的创新，发起一个创新者门户网站，其中包含创新描述和指导方针，供其他部门效仿，发起创新实践工作坊，帮助教师学习基础创新和指导实践，并为创新者建立支持网络。第三期研讨会涉及探索另一种运营模式。基于项目的学习工作坊将探索以项目为基础的课程的复杂性，并帮助那些希望在自己的部门采用基于项目的学习的人。讲习班结束后，国际和平研究所将把讲习班的结果和建议纳入《关于计算机课程的新运作模式的报告》，并与ACM教育委员会合作，落实建议的支助结构。这个项目将帮助计算机系重新确立自己作为创新场所的地位，并吸引学生。该原则框架将提高计算机作为基础深厚的科学和工程领域的声誉。最终，该项目的成果应该有助于通过吸引一些最聪明和最优秀的学生投身计算机职业，从而提高国家在计算机领域的竞争力。CPATH CDEF项目的结果可能会对全国的教育机构产生深远和关键的影响。这些成果解决了外地目前面临的许多问题，并提出了一个合理的解决办法。

This CPATH CISE Distinguished Education Fellow (CDEF) award to Dr. Peter Denning recognizes his role as an accomplished, creative, and innovative leader who serves the nation as a spokesperson and force for change in undergraduate computing education. CDEF awards are made to individuals who have achieved distinction in the computing profession, who are committed to transforming undergraduate computing education, and who have innovative ideas on how to do so. In his CPATH project, Dr. Denning articulates both a broad vision for revitalizing undergraduate computing education in the nation and an implementation plan for building community around those revitalization efforts. His project vision is to support U.S. competitiveness by stimulating a greater supply of talented, innovative people in computing. The objectives are to design a new operating model for computing education and, with support from the Association for Computing Machinery (ACM) Education Board, involve computing departments in experiments with the model. The new model will be true to fundamental computing principles, emphasize innovation by individual faculty, students, and departments, and support faculty in their roles as mentors and coaches. A key component of the community building aspect of this project is that this project will design support networks and structures that can be administered by ACM to sustain the ideas from workshops. And, the workshops will support the leadership development of at least two dozen innovative junior leaders of the field. In this context, the PI will organize three invited workshops and a comprehensive final report. The first, a Great Principles Workshop, will seek agreement on a presentation of fundamental principles of computing, commitments from experts to write principle stories, and establishment of an ACM Great Principles Library populated initially with materials written by the commissioned experts. The second workshop, a Stimulating Innovation in Curriculum Workshop, will recognize innovators and publicize their innovations, initiate an Innovators Portal containing innovation descriptions and guidelines for other departments to imitate, initiate an Innovation Practice Workshop to help faculty learn foundational innovation and coaching practices, and develop a support network for innovators. The third workshop involves an exploration of an alternative operating model. A Project-Based Learning Workshop will explore the intricacies of a project-based curriculum and help those who want to adopt project-based learning in their own departments. After the workshops the PI will integrate workshop findings and recommendations into A Report on a New Operating Model for Computing Curricula and work with the ACM Education Board to implement the recommended support structures. This project will help computing departments reestablish themselves as places of innovation and attract students. The principles framework will enhance the reputation of computing as a well-grounded science and engineering field. Ultimately, the outcomes of this project should contribute to enhancing national competitiveness in computing by attracting some of the brightest and best students to computing careers. The outcomes of this CPATH CDEF project are likely to have far-reaching and critical impacts on educational institutions in the nation. These outcomes address many of the current problems faced by the field and propose a sound solution.