CPATH T: Active Learning for Transformation of the Undergraduate Experience

教育研究提供了强有力的证据，表明积极和协作学习有助于更深入和更全面地理解概念，并显著提高学生在学位课程中的留存率。参与学习的学生记住概念的时间更长，更享受学习过程，更有可能继续下去。协作学习建立了重要的沟通、团队合作和领导技能。此外，课堂上的主动学习提供了一个机会，通过讨论和批评学生的作业来教授创造性的设计过程。拟议的转变将作为在计算机科学和工程背景下进一步研究和发展主动学习的试验台。将与教育专家合作应用和研究几种形式的主动学习(包括基于探究的学习、基于问题的学习和协作学习)。拟议中的转型将采用艺术和建筑设计工作室历史上使用的教学方法。通过与建筑学院的教育伙伴关系，计算机科学和工程学院将学习这些教学技术，以便将其适应和应用于计算机科学和工程工作室。最后，让学科以外的个人更容易接触到课程的过程，将导致一个史无前例的仔细交织的概念框架，这将支持计算机科学和工程研究的新方法。转变过程和由此产生的计划都将作为其他制度转变为主动学习的典范。为支持转换而开发的工具、教学实践和其他构件将被分发以供采用。这一转变产生的模块化课程结构将支持正在进行的K-12教育外展工作，为K-12教师提供有效、有针对性的专业发展。

Educational research provides strong evidence that active and collaborative learning result in a deeper and more integrated understanding of concepts, as well as significant improvement in student retention in degree programs. Engaged students remember concepts longer, enjoy the learning process more, and are more likely to continue. Collaborative learning builds important communication, teamwork, and leadership skills. In addition, active learning in the classroom provides an opportunity to teach the creative design process through discussion and critique of student work. The proposed transformation will serve as a testbed for further study and development of active learning in the context of computer science and engineering. Several forms of active learning (including inquiry-based, problem-based, and collaborative learning)will be applied and studied in partnership with educational experts. The proposed transformation will apply teaching methodology historically used in art and architecture design studios. Through an educational partnership with the College of Architecture, computer science and engineering faculty will learn these teaching techniques in order to adapt and apply them to computer science and engineering studios. Finally, the process of making the curriculum more accessible to individuals outside the discipline will result in an unprecedented carefully interwoven framework of concepts that will support novel approaches to the study of computer science and engineering. Both the transformation process and the resulting program will serve as models for other institutional transformations to active learning. Tools, teaching practices, and other artifacts developed to support the transformation will be disseminated for adoption. The modularized curriculum structure resulting from this transformation will support ongoing outreach efforts in K-12 education by enabling efficient targeted professional development for K-12 teachers.