CPATH CB: Computing Across Curricula

这个CPATH社区建设（CB）项目解决了特定学科计算和通用计算机素养的脱节教育方法，这些方法并不反映工程师在工作场所所需的知识，技能和能力。工作场所的计算无处不在，涉及许多复杂的工具，许多解决问题的方法，战略决策和综合。工程师需要掌握适用于分析，综合和评估的更高层次认知技能的计算。为了让学生在工作场所中为普及计算做好准备，教育机构正在不断发展普及计算在教育方面的思维方式。该项目建立社区，以支持在该机构的工程课程的计算思维的整合。该项目将建立一个计算机行业社区，其中来自广泛学科的利益相关者聚集在一起，讨论变革本科计算教育所固有的挑战和机遇，并确定和实施创造性的策略。为了实现建立计算思维线索的目标，这个跨课程计算（CAC）项目将汇集学术界和行业利益相关者的跨学科组合：（1）确定工程学科中计算教育的不足，考虑到行业需求，并将毕业生在工作场所解决问题和决策时应具备的高阶计算思维成果编入法典;（2）将这些成果作为解决现有缺陷和需求的教学战略加以实施;（3）建立一个评估结构，以确定教学战略是否有效地解决了与工业伙伴确定的预期成果。这个为期三年的项目是确定计算思维线索的第一步。这个项目的结果将为工程学术计算的系统性制度变革提供一个模型。项目领导包括校园内现有学术计算单位的主要成员以及工程学院的成员。他们将共同从现有体制结构内部实施改革。此外，该项目的主要目标是在校园内建立一个常设小组，教师和行业领导人可以聚集在一起，并在初始项目资金结束后继续影响学术计算的变化。该项目的结果将通过区域和国家会议和期刊在当地校园和全国范围内进行交流。这个项目可以作为一个全国性的模式，为学生准备在普及计算的劳动力与计算思维集成在整个本科教育准备工作。

This CPATH Community Building (CB) project addresses disjointed educational approaches to discipline-specific computing and generic computer literacy that do not reflect the knowledge, skills, and abilities needed by engineers in the workplace. Computing in the workplace is pervasive, involving many complex tools, many approaches to problem solving, strategic decision making, and synthesis. Engineers require mastery of computing that is applicable to higher level cognitive skills of analysis, synthesis and evaluation. To prepare students for pervasive computing in the workplace, educational institutions are Evolving ways think in terms of pervasive computing in education. This project builds community to support the integration of computational thinking across the engineering curricula at this institution.This project will establish an academe-industry community in which stakeholders from a broad range of disciplines convene to discuss the challenges and opportunities inherent in transforming undergraduate computing education, and to identify and implement creative strategies to do so. To accomplish the goal of building a computational thinking thread, this Computing Across Curricula (CAC) project will bring together an interdisciplinary mix of academic and industry stakeholders to: (1) identify shortcomings in computing education within engineering disciplines, taking into account industry needs, and codify the high-order computational thinking outcomes graduates should possess for problem solving and decision making in the workplace; (2) operationalize these outcomes as pedagogical strategies that address existing shortcomings and needs; and (3) put in place an evaluative structure to determine if the pedagogical strategies have been effective at addressing the desired outcomes identified with industrial partners. This three-year project is a first step towards identifying the elements of the computational thinking thread.The results of this project will provide a model for systemic institutional change in academic computing in engineering. Project leadership includes key members of existing academic computing units on campus as well as members of engineering faculty. Together they will implement reforms from inside of existing institutional structures. In addition, a primary thrust of this project is to establish a standing group on campus where faculty and industry leaders can come together and continue to effect change in academic computing after initial project funding has concluded. Results of the project will be communicated both locally on campus and nationally through regional and national meeting and journals. This project may serve as a national model for preparing students to work in pervasive computing workforce prepared with computational thinking integrated throughout their undergraduate education.