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: 0722177
• 负责人: Elizabeth Sklar
• 金额: $ 16.56万
• 依托单位: CUNY Brooklyn College
• 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=0722177&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 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.

这个建议围绕着这样一个概念，即计算已经演变成一个跨学科和学科内的相互交织的概念，渗透到社会领域。格鲁吉亚理工学院（格鲁吉亚理工学院）和格鲁吉亚大学系统中的其他学校已经定义并采用了许多专业学位和情境化计算课程。去年秋天，格鲁吉亚理工学院将这种方法扩展到了“线程”模式，包括创建课程变化的过程、提供咨询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，纽约市立大学布鲁克林学院（BC-CUNY）开发了几种基于上下文的计算教育方法，重点是入门课程和高中到大学的连续体，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Threads模型。拟议的工作包括一个有条不紊的方法来理解的过程中定义广泛的，灵活的路径，通过计算课程，并测量和分析这个过程中的结果时，适用于各种部门和利益集团。这个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，并实现他们的课程的短期和长期相关性。该项目探讨了适应和应用线程所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。 根据这里提出的工作，他们将衡量格鲁吉亚理工学院的影响？的线程模型和支持咨询机制的实施;扩展和适应线程到广泛的计算部门;促进其通过在这些部门;并评估其在各种条件下的有效性。我们的目标是一个有效的，广泛部署和广泛评估的课程改革模型，适用于小型和大型部门，具有各种背景和能力的学生，以及具有各种兴趣的教师。项目团队将不同的经验结合在一起，有望产生有潜力作为计算和其他STEM（科学，技术，工程和数学）学科的国家模型的结果。