CPATH CDEF: Interdisciplinary Problem- and Case-based Computer Science

0722274CPATH CDEF：跨学科问题和基于案例的计算机科学Owen Astrachan这个CPATH Cise杰出教育研究员(CDEF)奖授予Owen Astrachan博士，以表彰他作为一名成就卓著、富有创造力和创新能力的领导者的角色，他作为本科计算机教育变革的代言人和力量服务于国家。CDEF奖颁发给在计算机行业取得卓越成就、致力于改变本科计算机教育并对如何做到这一点有创新想法的个人。Astrachan博士的CDEF项目专注于开发和部署教学材料，将计算机科学介绍给许多领域的专业。这项研究和方法建立在以案例为基础的学习和以问题为基础的学习的成功模式上，这两种学习模式分别是商学院和医学院的标准做法。这种方法将把计算机科学中的新知识和新技术与学生已经知道的知识联系起来，例如如何使用iTunes，为什么人类与黑猩猩相似，或者为什么博客和维基具有变革性的影响。在以问题为基础的学习环境中使用的问题是真实的，并且通常是开放式的，因为它们可以通过多种方式来接近、回答和证明。计算机科学教育的模式在过去20年中基本保持不变，尽管计算能力增加了1000倍，社会和科学使用技术的方式发生了前所未有的变化。这个项目开发了一个过程和材料来改变计算机科学的传授和学习内容以及传授方式。方法和材料是跨学科的，负责监督该项目的顾问委员会也是如此。开发的材料既针对传统的计算机科学专业的学生，更广泛地针对其他领域的学生，他们在很大程度上仍然不了解作为计算机科学基础的一部分的变革性工具、方法和技术。基于问题的学习在多大程度上成为课程或课程的一部分，以及所开发的基于问题的学习练习的类型取决于学生人数和经验、课程的目标、教师参与的程度以及对这一过程的投入。该项目的一个内在方面是跨机构、协作和跨学科的方法，将教师和本科生结合起来开发、测试和广泛传播这种方法。精心设计和实施的以问题为基础的学习模块将吸引和有效地吸引一群不把计算机视为软件工程或数学的学生。使用一种在医学和商业方面有过往记录，但在大专生物和工程学课程上也被证明成功的方法，将鼓励新的方法，并吸引新的受众进入计算机科学。这些单元的跨学科特性必然会比传统的工程和科学方法产生更广泛的影响。基于问题的学习的有效性维度跨越了学习风格、性别和纪律。

0722274CPATH CDEF: Interdisciplinary Problem- and Case-based Computer ScienceOwen AstrachanThis CPATH CISE Distinguished Education Fellow (CDEF) award to Dr. Owen Astrachan recognizes his role as an accomplished, creative, and innovative leader who serves the nation as a spokeperson and force for change in undergraduate computing education. CDEF awards are made to individuals who have achieved distinction in the computing profession, who are committed to transforming undergraduate computing education, and who have innovative ideas on how to do so. Dr. Astrachan's CDEF project focuses on the development and deployment of instructional materials to introduce Computer Science to majors across many fields. The research and approach build on the successful models of Case-Based learning and Problem-Based learning which are standard practices in business and medical schools, respectively. This approach will relate new knowledge and techniques from computer science to what students already know, e.g., how to use iTunes, why humans are similar to chimpanzees, or why blogs and wikis have transformative effects. The problems used in a Problem Based learning setting are authentic and are typically open-ended in that they can be approached, answered, and justified in more than one way. The model for Computer Science Education has remained largely unchanged in the past twenty years despite a thousand-fold increase in computing power and an unprecedented change in how society and science use technology. This project develops a process and materials to transform both what is taught and learned about computer science and how it is taught. The approach and materials are interdisciplinary as is the advisory board that has oversight for the project. The materials developed are aimed at both traditional computer science students and more broadly at students in other fields who remain largely unaware of the transformative tools, methods, and technologies that are part of the foundation of computer science. The extent to which Problem Based learning is made part of a course or curriculum and the type of Problem Based learning exercises developed depend on student population and experience, the goals of the course, the extent to which faculty are on board, and the resources committed to the process. An intrinsic aspect of the project is a cross-institution, collaborative, and interdisciplinary approach combining faculty and undergraduates to develop, test, and widely disseminate the approach. Well-designed and implemented Problem-Based learning modules will attract and be effective with a group of students beyond those considering computer as software engineering or mathematics. Using an approach with a track-record in medicine and business, but also with proven success in postsecondary biology and engineering courses will encourage new approaches and attract new audiences to computer science. The interdisciplinary character of the modules will necessarily have a broader impact than traditional, engineering and science approaches. The dimensions of effectiveness for Problem Based learning cut across learning style and gender as well as discipline.