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：一群来自不同地区的教育工作者，他们教授同一门计算机课程。在英国和美国小规模试点的模式的基础上，这些教师在一年多的时间里定期聚会。此外，每位教师都准备了一份详细的作品集，描述他们自己的课程教学，互相评论彼此的作品集，并参观彼此的教室。这种批判性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，借鉴他人的经验，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：通过建立一个严谨的、同行评议的论坛来描述教学时所做的事情，从而在计算机教育领域建立一个新的教学奖学金。知识价值在于，Commons以两种方式促进了计算机教育领域的知识和理解。首先，它以多个评估组合的形式在计算学科的特定子领域中产生示范性材料。其次，它建立了一个反思（和沟通）实践者的社区，他们的互动导致了学科教学的改进；更广泛地说，这些社区促进教学学术，包括对教材和教学方法的公开评价和审查。更广泛的影响是，当参与者将反思和协作实践带回他们的家乡机构时，它促进了许多不同背景下的当地变革。参与者成为区域社区的一部分，对各种其他机构的课堂教学和学习有深刻的理解，为不同的学生群体提供服务，为他们提供很少有教育者获得的视角。这些社区成员之间的合作（以及其他被引入的人）具有在区域和国家范围内进行创新的潜力。

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.