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

以实验为中心的教学是对广泛提倡使用有监督的封闭实验室作为课程必修部分的实质性扩展。在以实验为中心的课程中，讲课和复习的时间全部或很大程度上被用来换取有监督的、结构化的实验，这些实验成为学生学习的主要资源。伯克利分校已经在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，除了声称的实验室增强教学之外，还有许多好处。我们的愿景是将以实验室为中心的教学显著扩展到所有CS课程(特别是高年级)和学术环境中。我们提出了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支由不同领导人组成的团队：CS课程、教学法、教师教育、数字资源库和教育技术。2.评估各种高等教育教学环境中实验室的使用状况和在课程中采用以实验室为中心的模式的障碍。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.招聘讲师，开发和完善少量以实验室为中心的部分，将其纳入高级计算机科学课程，并评估辅助工具和材料对这一开发和更广泛的社区互动的有效性。5.为以实验室为中心的社区和在线中心提供外联，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CS课程中代表性较低的学生。通过拟议社区的努力，将这些成果推广到其他院校，将对CS教育产生重大影响。以实验室为中心的材料应该易于共享，因此对教育基础设施有很大贡献。我们将向教师提供广泛的外联和传播，并鼓励领导人寻求新的、相关的研究途径。以实验室为中心的教学的好处应该延伸到其他科学和工程学科的实验室教学，鼓励社区成员和这些外部学科的教育工作者之间的合作和交叉培养。

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.