CPATH EAE: Extending contextualized computing in multiple institutions using Threads

这个提议围绕着这样一个概念展开，即计算已经演变成一个跨学科和跨学科的领域，这个领域的概念相互交织，遍布整个社会。佐治亚理工学院（Georgia Tech）和佐治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，佐治亚理工学院扩展了这种方法，创建了Threads模型，包括创建课程变更的过程、提供建议的基础设施和支持管理员、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教育方法，重点放在入门课程和高中到大学的连续统一体上，并创建了两个新的跨学科硕士学位。团队建议创建一个联盟来验证和扩展Threads模型。建议的工作包括一种系统的方法来理解通过计算机课程定义广泛、灵活的路径的过程，并在应用于各种部门和兴趣小组时衡量和分析这一过程的结果。这个过程的核心是强调基于情境的指导和有针对性的建议，帮助学生明确职业道路，并意识到他们的课程的短期和长期相关性。该项目探讨了在适应和应用线程中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，他们将衡量佐治亚理工学院的影响？s线程模型的实现和支持的建议机制；扩展和调整线程到广泛的计算部门；协助有关部门采纳；并评价其在各种条件下的功效。我们的目标是建立一个经过验证的、广泛部署的和广泛评估的课程改革模式，适用于大小院系、具有各种背景和能力的学生以及具有各种兴趣的教师。项目团队将各种经验结合在一起，有望产生具有潜力的结果，作为计算和其他STEM（科学、技术、工程和数学）学科的国家模型。

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.