Collaborative Research: A Disciplinary Commons in Computing Education

计算机科学（31）这个合作项目建立了一个学科共享：一组教育工作者，来自一个地理区域内的不同机构，他们教授相同的计算课程。这些教师以联合王国和美国以前小规模试行的模式为基础，定期聚会一年多。此外，每个教师都准备一个详细的文件夹，描述自己的课程教学，批评对方的文件夹，并参观对方的教室。这种批判性的自我检查和同行评议的结合有助于他们了解自己的教学，确定需要创新和变革的地方，分享有效的方法，借鉴他人，并在广泛的可能性背景下看待自己的教学。最后，这个项目还有第三个更大的目标：通过建立一个严格的、同行评审的论坛来描述教学时所做的事情，在计算教育中建立一个新的教学奖学金。知识上的优点是，共享资源以两种方式在计算教育中推进知识和理解。首先，它以多个评估的投资组合的形式在计算学科的特定子领域内产生示例性材料。第二，它建立了一个反思（和沟通）的从业者，他们的互动导致在学科的教学和学习的改善社区;更一般地说，这些社区促进教学的奖学金，涉及公共评估和教材和方法的审查。更广泛的影响是，随着参与者将反思和合作的做法带回他们的家乡机构，它在大量不同的背景下促进了当地的变化。参与者成为一个区域社区的一部分，对服务于不同学生群体的各种其他机构的课堂教学有着深刻的理解，为他们提供了很少有教育工作者获得的视角。这些社区的成员（以及其他被引入的人）之间的合作具有区域和国家范围的创新潜力。

Computer Science (31)This collaborative project establishes a Disciplinary Commons: a group of educators, from diverse institutions within a geographic region, who teach the same computing course. Building on a model previously piloted on a smaller scale in the United Kingdom and in the United States, these teachers meet together regularly for over a year. In addition, the teachers each prepare a detailed portfolio describing their own teaching of the course, critique each other's portfolios, and visit each other's classrooms. This combination of critical self-examination and peer review helps them understand their own teaching, identifies places where innovation and change are needed, shares what works, borrows from others, and sees their own teaching in the context of a broad range of possibilities. Finally, this project has a third, larger goal: to establish a new scholarship of teaching within computing education by modeling a rigorous, peer-reviewed forum to describe what is done when teaching. The Intellectual Merit is that the Commons advances knowledge and understanding within computing education in two ways. First, it produces exemplary materials within specific subfields of the computing discipline in the form of multiple, evaluated portfolios. Second, it builds a community of reflective (and communicating) practitioners, whose interactions lead to improvements in the teaching and learning in the discipline; more generally these communities promote a scholarship of teaching, involving public evaluation and review of teaching materials and approaches. The Broader Impacts are that as the participants bring reflective and collaborative practices back to their home institutions, it promotes local change within a large number of different contexts. The participants become part of a regional community, with deep understanding of the teaching and learning in classrooms at a variety of other institutions serving different student populations, giving them perspectives that few educators obtain. Collaborations among members of these communities (and others who are brought in) have the potential for innovations that are regional and national in scope.