CPATH EAE: Extending Contextualized Computing in Multiple Institutions Using Threads

CPATH EAE：使用线程在多个机构中扩展情境化计算

• 批准号: 0722157
• 负责人: JuAn Wang
• 金额: --
• 依托单位: Southern Polytechnic State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-10-01 至 2011-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0722157&HistoricalAwards=false
• 关键词: CPATH; EAE; Extending; Contextualized; Computing

This proposal centers around the notion that computing has evolved into an inter- and intra-disciplinary field of intertwined concepts that pervade society. The Georgia Institute of Technology (Georgia Tech) and other schools in the University System of Georgia have defined and adopted a number of specialized degrees and contextualized computing courses. Last Fall, Georgia Tech extended this approach to createthe Threads model includes a process for creating curricular change, an infrastructure for advising, and software to support administrators, advisors, educators and students. In parallel, Brooklyn College of the City University of New York (BC-CUNY) has developed several context-based approaches to computing education with a focus on introductory courses and the high school to college continuum, as well as created two new interdisciplinary masters degrees. The team proposes to create an alliance that validates and extends the Threads model. The proposed work encompasses a methodical approach to understanding the process of defining broad, flexible paths through a computing curriculum, and to measuring and analyzing the outcomesof this process when applied to a variety of departments and interest groups. At the heart of this process is an emphasis on context-based instruction and targeted advising that helps students crystalize career paths and realize the short- and long-term relevance of their coursework. The project explores crucial research questions that arise out of adapting and applying Threads, and evaluating the effects on students, faculty and administrators through quantitative and qualitative studies. Under the work proposed here, they will measure the impact of Georgia Tech?s implementationof the Threads model and the supporting advising mechanisms; extend and adapt Threads to a broad range of computing departments; facilitate its adoption at such departments; and evaluate its efficacy under a variety of conditions. The goal is a validated, widely deployed and broadly-evaluated model of curricular reform that is applicable to small and large departments, students with a range of backgrounds and abilities, and faculty with a range of interests. The combination of diverse experiences brought together by the project team promises to produce results with the potential to serve as national models for both computing and other STEM (science, technology, engineering and math) disciplines.

该提案的核心理念是，计算已经发展成为一个跨学科和跨学科领域，概念相互交织，遍布社会。佐治亚理工学院（Georgia Tech）和佐治亚大学系统的其他学校定义并采用了许多专业学位和情境化计算课程。去年秋天，佐治亚理工学院扩展了这种方法，创建了 Threads 模型，其中包括创建课程变更的流程、建议的基础设施以及支持管理员、顾问、教育工作者和学生的软件。与此同时，纽约城市大学布鲁克林学院 (BC-CUNY) 开发了几种基于情境的计算机教育方法，重点关注入门课程和高中到大学的连续课程，并创建了两个新的跨学科硕士学位。 该团队建议创建一个联盟来验证和扩展线程模型。拟议的工作包括一种系统方法，用于理解通过计算课程定义广泛、灵活的路径的过程，并衡量和分析该过程应用于各个部门和兴趣群体时的结果。这一过程的核心是强调基于情境的教学和有针对性的建议，帮助学生明确职业道路并实现课程作业的短期和长期相关性。该项目探讨了因适应和应用 Threads 而产生的关键研究问题，并通过定量和定性研究评估对学生、教师和管理人员的影响。 根据此处提出的工作，他们将衡量佐治亚理工学院实施线程模型和支持建议机制的影响；将线程扩展到广泛的计算部门并使其适应；促进这些部门的采用；并评估其在各种条件下的功效。目标是建立一个经过验证、广泛部署和广泛评估的课程改革模型，适用于大小院系、具有不同背景和能力的学生以及具有不同兴趣的教师。项目团队汇集了不同的经验，有望产生有潜力成为计算和其他 STEM（科学、技术、工程和数学）学科国家模型的成果。