Collaborative Research: CPATH CB: Exploring Studio-Based Instructional Models for Computing Education

中文摘要：克里斯托弗·洪德豪森，华盛顿州立大学PI，CNS 0722139 PI N。H. Narayanan，奥本大学CNS 0722323 PI玛莎克罗斯比，夏威夷大学华盛顿州立大学，奥本大学和夏威夷大学之间的CPATH合作项目扩展和评估使用基于工作室的教学本科计算课程，并建立在地理上接近三个资助机构的大学的实践区域社区。 工作室的方法，从标准的教学法在建筑教育，积极参与学生的协作，设计为导向的学习。 该方法强调学习活动中，学生构建个人有意义的表示正在研究的计算概念，并提出代表他们的教师和同行的反馈使用的概念设计批评。该项目以先前在单独课程中所做的工作为基础，包括在三个参与机构系统地执行和评价协调的课程顺序。社区建设是通过区域研讨会、学年定期社区视频会议、共享资源门户网站和最后一年的全国外展来实现的。该项目的学术价值在于其新颖的教学方法，在经验评估中显示出早期的希望。该项目包括一个研究小组，该小组在方法学和社区建设所必需的经证明的领导技能方面都具有重要的专门知识。 多个机构的实施提供了潜在的评估和展示的方法及其可行性的好处，作为本科计算教育的国家模式。该项目的更广泛的影响在于在每个机构的影响学生的不同群体，并在全国非常不同的地区达到地理区域的教师和学生的潜力。 此外，该项目为创建一个可持续的教育工作者社区奠定了基础，并建立了在未来支持和培育社区的机制，从而为教育推广提供了一个模式，对其他从事本科计算机教育创新的人来说可能是有价值的。

ABSTRACTCNS 0721927 PI Christopher Hundhausen, Washington State UniversityCNS 0722139 PI N. H. Narayanan, Auburn UniversityCNS 0722323 PI Martha Crosby, University of HawaiiThis CPATH collaborative project between Washington State University, Auburn University, and the University of Hawaii extends and evaluates the use of studio-based instruction in undergraduate computing courses and builds regional communities of practice at universities geographically close to the three funded institutions. The studio method, adapted from standard pedagogy in architecture education, actively engages students in collaborative, design-oriented learning. The method emphasizes learning activities in which students construct personally-meaningful representations of computing concepts under study and present the representations to their instructors and peers for feedback using the concept of design criticisms. This project builds on prior work done in isolated courses to include systematically implementing and evaluating coordinated course sequences at the three participating institutions. Community building is achieved through regional workshops, regular community video conferences during the academic year, a shared resource portal, and national outreach during the final year. The intellectual merit of this project lies in its novel pedagogical approach that has shown early promise in empirical evaluations. The project includes a research team with significant expertise in both the methodologies as and with proven leadership skills essential for community building. The multiple institution implementation offers the potential to evaluate and demonstrate the benefits of the approach and its viability as a national model for undergraduate computing education. The broader impacts of the project lie with the diverse groups of students impacted at each of the institutions and the potential to reach faculty and students in geographic regions in very different parts of the nation. In addition, the project lays the foundation for creating a sustainable community of educators and put in place mechanisms to support and nurture the community in the future, thus providing a model for educational outreach that could be of value to others engaged in innovation in undergraduate computing education.