CPATH-CB: A community for lab-centric computer science instruction

以实验室为中心的教学是广泛提倡的封闭式监督实验室作为课程必要部分的延伸。在以实验为中心的课程中，讲课和背诵的时间全部或大部分被监督的、结构化的实验室所取代，这些实验室成为学生学习的主要资源。伯克利在CS1和CS2中提供了以实验室为中心的教学，教师们已经观察到许多超出实验室增强教学的好处。我们的愿景是将以实验室为中心的教学显著扩展到所有计算机科学课程（尤其是高年级课程）和学术环境中。我们提出一个为期三年的项目，目标如下。1. 在与以实验室为中心的教学相关的社区中组建一个多元化的领导团队：计算机科学课程、教学法、教师教育、数字资源库和教育技术。2. 评估在高等教育教学环境中采用以实验室为中心的形式的课程的实验室使用状况和障碍。3. 创建一个在线空间，以支持以实验室为中心的社区的发展和运作。4. 招募教师开发和完善少数以实验室为中心的部分，以纳入高级CS课程，并评估支持这种开发和更广泛的社区互动的工具和材料的有效性。5. 为以实验室为中心的社区和在线中心提供外展服务，并通过各种教育论坛传播项目成果。伯克利以实验室为中心的课程似乎特别有利于传统上在计算机科学课程中代表性不足的学生。通过建议社区的努力，将这些成果推广到其他院校，将对计算机科学教育产生重大影响。以实验室为中心的材料应该易于共享，从而对教育基础设施做出巨大贡献。我们将为教师提供广泛的外展和宣传，并鼓励领导者追求新的相关研究途径。以实验室为中心的教学的好处应该扩展到其他科学和工程学科的实验教学，鼓励这些外部学科的社区成员和教育者之间的合作和交叉施肥。

Lab-centric instruction is a substantial extension to the widely advocated use of supervised closed labs as a required part of the course. In lab-centric courses, lecture and recitation time is traded wholly or in large part for supervised, structured labs that become the primary resource for student learning. Berkeley has offered lab-centric instruction in CS1 and CS2, and instructors have observed numerous benefits over and above those claimed for lab-augmented instruction. The vision is to significantly expand the use of lab-centric instruction into all CS courses (especially upper division) and academic settings. We propose a three-year project with the following goals. 1. Assemble a diverse team of leaders in communities related to lab-centric instruction: CS curriculum, pedagogy, teacher education, digital repositories, and educational technology. 2. Evaluate the state of lab usage and barriers to adoption of lab-centric formats in courses across the range of higher-educational instructional contexts. 3. Create an online space to support the growth and functioning of the lab-centric community. 4. Recruit instructors to develop and refine a small number of lab-centric segments for inclusion in upper-division CS courses, and to evaluate the effectiveness of the supporting tools and materials for this development and wider community interaction. 5. Provide outreach for the lab-centric community and the online center and dissemination of the project results through a variety of educational forums. The Berkeley lab-centric courses appeared particularly to benefit students traditionally underrepresented in CS courses. Extension of these results to other institutions through the efforts of the proposed community would have a significant impact on CS education. Lab-centric materials should be readily sharable, and therefore contribute greatly to educational infrastructure. We will provide broad outreach and dissemination to instructors, and encourage leaders to pursue new, related avenues of research. The benefits of lab-centric instruction should be extensible to lab instruction in other science and engineering disciplines, encouraging collaboration and cross-fertilization between community members and educators in these outside disciplines.