CPATH-2: Collaborative Research: Broadening Studio-Based Learning in Computing Education

CPATH-2:协作研究:扩大计算机教育中基于工作室的学习

基本信息

  • 批准号:
    0939055
  • 负责人:
  • 金额:
    $ 42.06万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2010
  • 资助国家:
    美国
  • 起止时间:
    2010-01-01 至 2014-09-30
  • 项目状态:
    已结题

项目摘要

This CPATH award funds an extension of a prior community building award to expand the studio learning model on a national scale. A team of four computing faculty and three evaluators will address this challenge in a carefully orchestrated 30-month national project in which faculty development workshops will train ten to fifteen computing educators to teach up to twenty courses taken by a variety of computing and IT majors at ten to fifteen community colleges and universities across the country, with each course taught once in a studio-based format and once in a traditional format. A rich set of data, including pre- and post-tests, pre- and post-surveys, student interviews, and instructor reports, will be collected and analyzed in order to evaluate the impact of SBL. The instructional methods most commonly employed today in computing education are not a good match for computing careers of the future. Instruction tends to focus more on programming and less on computational thinking, design, and problem solving. Labs and homework assignments are generally geared toward individual and isolated work rather than communication, collaboration, presentation and critiquing. This not only runs the risk of turning students off to computing as a discipline, but also fails to prepare students for tomorrow?s computing careers that require skills in communication, collaboration and critical analysis, as well as computational thinking, design and problem solving. The Studio-Based Learning (SBL) model has the potential to train students in these skills, make learning computing both engaging and effective, and thus trigger a fundamental shift in computing education. Intellectual merits: The broad implementation and systematic evaluation of the SBL model has the potential to significantly expand the knowledge base on effective and engaging methods of computing education. Since the investigators' work on SBL dates back to the late 1990s, by the end of the proposed project, the collaborative group will have accumulated over a decade of data, theoretical analyses and practical information on the implementation and impact of SBL. Furthermore, five years' worth of systematic implementation and evaluation results will have accrued from a variety of computing courses, from a variety of institutions across the country, and for a broad spectrum of undergraduate students, making this one of the longest and most systematic evaluation of a pedagogical approach in computing education. Results from the project will therefore enrich both the theory and practice of computing education. Broader impacts: The national implementation should enable a large and diverse group of undergraduates in a variety of computing majors from across the country, in different types of institutions, and in different levels and types of computing courses, to benefit from SBL. In turn, this has the potential to form the beginnings of a convincing case for an even broader adoption of the approach. The ultimate benefit will be not only that students find the computing curriculum less intimidating and more engaging, but also that they are prepared for careers that increasingly require skills of computational thinking, design and problem solving, collaboration and communication. The project includes implementation in several EPSCOR states and minority-serving institutions. The activities of this project, evaluation results, and practical resources will be widely disseminated not only through the traditional means of papers, presentations and meetings, but also through a feature-rich community portal and other non-traditional means. Finally, this project's results could also benefit other science and engineering curricula because design and problem solving play important roles in all of science and engineering.
该CPATH奖资助了先前社区建设奖的扩展,以在全国范围内扩大工作室学习模式。一个由四名计算教师和三名评估人员组成的团队将在一个精心策划的为期30个月的国家项目中应对这一挑战,在该项目中,教师发展研讨会将培训10到15名计算教育工作者,在全国10到15所社区学院和大学教授各种计算和IT专业的20门课程。每门课程一次以工作室为基础的形式讲授,一次以传统的形式讲授。一组丰富的数据,包括前和后测试,前和后的调查,学生访谈和教师报告,将收集和分析,以评估SBL的影响。当今计算机教育中最常用的教学方法并不适合未来的计算机职业。教学倾向于更多地关注编程,而不是计算思维,设计和解决问题。实验室和家庭作业通常是针对个人和孤立的工作,而不是沟通,协作,演示和批评。这不仅有可能使学生对计算机学科失去兴趣,而且也不能使学生为明天做好准备。计算机职业需要沟通,协作和批判性分析,以及计算思维,设计和解决问题的技能。基于工作室的学习(SBL)模式有可能培养学生的这些技能,使学习计算既吸引人又有效,从而引发计算教育的根本转变。 智力优点:SBL模型的广泛实施和系统评估有可能显着扩大知识基础的有效和参与的计算教育方法。由于研究人员关于天基激光器的工作可追溯到1990年代后期,到拟议项目结束时,合作小组将积累十多年关于天基激光器执行情况和影响的数据、理论分析和实际信息。此外,五年的系统实施和评估结果将从各种计算课程,从全国各地的各种机构,并为广泛的本科生,使这一计算教育的教学方法的最长和最系统的评估之一。因此,该项目的结果将丰富计算教育的理论和实践。更广泛的影响:国家的实施应该使来自全国各地的各种计算专业的大量和多样化的本科生群体,在不同类型的机构,以及不同层次和类型的计算课程,从SBL中受益。反过来,这有可能为更广泛地采用这一方法提供令人信服的理由。最终的好处不仅是学生发现计算课程不那么令人生畏,更有吸引力,而且他们为越来越需要计算思维,设计和解决问题,协作和沟通技能的职业做好了准备。该项目包括在几个EPSCOR州和少数群体服务机构实施。该项目的活动、评价结果和实用资源将不仅通过文件、介绍和会议等传统手段,而且通过功能丰富的社区门户网站和其他非传统手段广泛传播。最后,这个项目的结果也可以受益于其他科学和工程课程,因为设计和解决问题在所有科学和工程中起着重要的作用。

项目成果

期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)

数据更新时间:{{ journalArticles.updateTime }}

{{ item.title }}
{{ item.translation_title }}
  • DOI:
    {{ item.doi }}
  • 发表时间:
    {{ item.publish_year }}
  • 期刊:
  • 影响因子:
    {{ item.factor }}
  • 作者:
    {{ item.authors }}
  • 通讯作者:
    {{ item.author }}

数据更新时间:{{ journalArticles.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ monograph.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ sciAawards.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ conferencePapers.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ patent.updateTime }}

N Narayanan其他文献

Development of Efavirenz nanoparticle for enhanced efficiency of anti-retroviral therapy against HIV and AIDS
  • DOI:
    10.1186/1471-2334-12-s1-p7
  • 发表时间:
    2012-05-04
  • 期刊:
  • 影响因子:
    3.000
  • 作者:
    BN Vedha Hari;K Dhevendaran;N Narayanan
  • 通讯作者:
    N Narayanan
流れ問題のための特性曲線有限要素および有限差分スキーム
流动问题的特征曲线有限元和有限差分格式
  • DOI:
  • 发表时间:
    2013
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Valentin Borozan;Gerard Jennhwa Chang;Nathann Cohen;Shinya Fujita;N Narayanan;Reza Naserasr;Petru Valicov;野津裕史
  • 通讯作者:
    野津裕史

N Narayanan的其他文献

{{ item.title }}
{{ item.translation_title }}
  • DOI:
    {{ item.doi }}
  • 发表时间:
    {{ item.publish_year }}
  • 期刊:
  • 影响因子:
    {{ item.factor }}
  • 作者:
    {{ item.authors }}
  • 通讯作者:
    {{ item.author }}

{{ truncateString('N Narayanan', 18)}}的其他基金

Collaborative Research: CPATH CB: Exploring Studio-Based Instructional Models for Computing Education
合作研究:CPATH CB:探索基于工作室的计算教育教学模型
  • 批准号:
    0722139
  • 财政年份:
    2007
  • 资助金额:
    $ 42.06万
  • 项目类别:
    Standard Grant
SLC Catalyst: Learning About Causal Systems in Complex Domains
SLC Catalyst:了解复杂领域中的因果系统
  • 批准号:
    0350342
  • 财政年份:
    2003
  • 资助金额:
    $ 42.06万
  • 项目类别:
    Standard Grant
Investigating Animations Embedded in Interactive Hypermedia as a Learning Tool for Data Structures and Algorithms
研究交互式超媒体中嵌入的动画作为数据结构和算法的学习工具
  • 批准号:
    9815016
  • 财政年份:
    1998
  • 资助金额:
    $ 42.06万
  • 项目类别:
    Standard Grant
Collaborative Research on Learning Technologies: Rethinking Algorithm to Designing Progam Visualizations for Learning
学习技术的协作研究:重新思考设计学习程序可视化的算法
  • 批准号:
    9616513
  • 财政年份:
    1996
  • 资助金额:
    $ 42.06万
  • 项目类别:
    Standard Grant

相似海外基金

CPATH-2: Collaborative Research: Broadening Studio-Based Learning in Computing Education
CPATH-2:协作研究:扩大计算机教育中基于工作室的学习
  • 批准号:
    0939017
  • 财政年份:
    2010
  • 资助金额:
    $ 42.06万
  • 项目类别:
    Standard Grant
CPATH-2: Collaborative Research: Broadening Studio-Based Learning in Computing Education
CPATH-2:协作研究:扩大计算机教育中基于工作室的学习
  • 批准号:
    0939157
  • 财政年份:
    2010
  • 资助金额:
    $ 42.06万
  • 项目类别:
    Standard Grant
CPATH-2: Collaborative Research: Building a Community to Incorporate Humanitarian Free and Open Source Software into Undergraduate Computing Education
CPATH-2:协作研究:建立一个社区,将人道主义免费和开源软件纳入本科计算机教育
  • 批准号:
    0939034
  • 财政年份:
    2009
  • 资助金额:
    $ 42.06万
  • 项目类别:
    Standard Grant
CPATH-2: Collaborative Research: From Middle School to Industry: Vertical Integration to Inspire Interest in Computational Thinking
CPATH-2:协作研究:从中学到工业界:垂直整合激发计算思维兴趣
  • 批准号:
    0939059
  • 财政年份:
    2009
  • 资助金额:
    $ 42.06万
  • 项目类别:
    Standard Grant
CPATH-2: Collaborative Research: From Middle School to Industry: Vertical Integration to Inspire Interest in Computational Thinking
CPATH-2:协作研究:从中学到工业界:垂直整合激发计算思维兴趣
  • 批准号:
    0939088
  • 财政年份:
    2009
  • 资助金额:
    $ 42.06万
  • 项目类别:
    Standard Grant
CPATH-2: Collaborative Research: Incorporating Communication Outcomes into the Computer Science Curriculum
CPATH-2:协作研究:将交流成果纳入计算机科学课程
  • 批准号:
    0939122
  • 财政年份:
    2009
  • 资助金额:
    $ 42.06万
  • 项目类别:
    Continuing Grant
CPATH-1: Collaborative Research: a Verification-Driven Learning Model that Enriches CS and Related Undergraduate Programs
CPATH-1:协作研究:丰富计算机科学和相关本科课程的验证驱动学习模型
  • 批准号:
    0939108
  • 财政年份:
    2009
  • 资助金额:
    $ 42.06万
  • 项目类别:
    Standard Grant
CPATH-1: Collaborative Research: a Verification-Driven Learning Model that Enriches CS and Related Undergraduate Programs
CPATH-1:协作研究:丰富计算机科学和相关本科课程的验证驱动学习模型
  • 批准号:
    0939102
  • 财政年份:
    2009
  • 资助金额:
    $ 42.06万
  • 项目类别:
    Standard Grant
CPATH-2: Collaborative Research: A Field Guide to the Science of Computation
CPATH-2:协作研究:计算科学领域指南
  • 批准号:
    0938809
  • 财政年份:
    2009
  • 资助金额:
    $ 42.06万
  • 项目类别:
    Interagency Agreement
CPATH-2: Collaborative Research: A Field Guide to the Science of Computation
CPATH-2:协作研究:计算科学领域指南
  • 批准号:
    0938948
  • 财政年份:
    2009
  • 资助金额:
    $ 42.06万
  • 项目类别:
    Standard Grant
{{ showInfoDetail.title }}

作者:{{ showInfoDetail.author }}

知道了