CPATH EAE: Extending contextualized computing in multiple institutions using Threads

这一提议的核心是这样一个概念，即计算已经演变成一个学科间和学科内的领域，由弥漫在社会中的相互交织的概念组成。佐治亚理工学院(佐治亚理工学院)和佐治亚州大学系统内的其他学校已经确定并通过了一些专业学位和与具体情况相联系的计算机课程。去年秋天，佐治亚理工学院将这一方法扩展到Create Thread模式包括一个创建课程改革的过程，一个提供建议的基础设施，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)开发了几种基于背景的计算机教育方法，重点是入门课程和从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。该团队提议建立一个联盟，以验证和扩展线程模型。拟议的工作包括一种有条不紊的方法，以了解通过计算课程确定广泛和灵活途径的过程，并衡量和分析这一过程应用于不同部门和利益集团时的结果。这一过程的核心是强调基于背景的教学和有针对性的建议，帮助学生明确职业道路，并认识到他们的课程工作的短期和长期相关性。该项目探索了因改编和应用线索而产生的关键研究问题，并通过定量和定性研究评估了对学生、教师和管理人员的影响。在这里提出的工作下，他们将衡量佐治亚理工学院S实施线程模型和支持建议机制的影响；将线程扩展并使其适用于广泛的计算部门；促进这些部门采用线程；并评估其在各种条件下的有效性。目标是一种经过验证、广泛部署和广泛评估的课程改革模式，适用于大大小小的院系、具有不同背景和能力的学生以及具有各种兴趣的教职员工。项目团队将不同的经验结合在一起，有望产生成果，有可能成为计算和其他STEM(科学、技术、工程和数学)学科的国家典范。

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 outcomes of 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 implementation of 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.