CPATH-2: Advancing the Successful IT Student through Enhanced Computational Thinking (ASSECT)

该CPATH奖项汇集了五个地区的社区学院和大学，包括马萨诸塞州的邦克山社区学院和马萨诸塞大学波士顿分校、弗吉尼亚州的北弗吉尼亚社区学院和乔治梅森大学、印第安纳州的常青藤技术社区学院和普渡大学、俄克拉荷马州的卡梅伦大学、旧金山城市学院和加州州立大学蒙特雷分校。合作伙伴计划通过将计算思维（CT）与计算机协会信息技术教育特别兴趣小组开发的新信息技术卷相关联的新研究来振兴本科计算机教育，以开发用于研究和构建教学要素的CT框架。这个最终的产品确定了核心计算概念、方法、框架和工具，这些概念、方法、框架和工具可以在各种机构中应用，并为各种环境中的本科计算教学提供信息。五个合作伙伴都由一个大学和一个社区学院组成的配对团队组成。这种安排的好处是确保重点牢牢地放在本科生的计算机上，并且这个项目的成果和发现可以培养核心的计算机技术技能，从而提高入学率，并从低级别的IT和计算机科学项目转移到高级别的项目。智力价值：该项目开发了创新的教学场景和相关评估，专门针对低年级计算机学生开发和提高CT结果。项目合作伙伴将开发教学元素和技术，不仅传授认知知识，还为学生提供真实的情境，在这些情境中，CT属性可以得到发展和展示。为了区分认知知识的获得和CT技能的提高，与治疗组合作的教师将使用“探究原则评估设计”开发增强的学生评估，该设计产生以证据为中心的评估设计。一个优秀的团队已经被召集起来领导这个项目，它有可能产生新的学科基础，并作为未来计算的模型。更广泛的影响：在计算思维框架中明确地包括低年级和社区大学的IT课程，这一提议开辟了新的领域。该项目将传播给广泛的受众，包括本科计算机教育和扩大参与组织的范围。每个区域合作伙伴都有额外的区域传播焦点，该团队特别感兴趣的是通过本工作中调查的教学方法获得的结果在全国范围内传播，特别是因为它们可能会通知其他对提高入学率和从低级IT项目向高级IT项目转移感兴趣的人。因此，该项目的模型和结果有可能达到具有不同学生群体的各种机构，从而为计算机专业的学生为未来的劳动力做好准备提供途径。

This CPATH award brings together community colleges and universities in five regions including Bunker Hill Community College and University of Massachusetts Boston in Massachusetts, Northern Virginia Community College and George Mason University in Virginia, Ivy Tech Community College and Purdue University in Indiana, Cameron University in Oklahoma and City College of San Francisco and California State - Monterrey in California. The partners plan to revitalize undergraduate computing education through new research that correlates Computational Thinking (CT) with the new Information Technology Volume developed by the Special Interest Group for Information Technology Education of the Association for Computing Machinery to develop a CT framework for researching and building instructional elements. This resulting product identifies core computing concepts, methodologies, frameworks, and tools that may be applied across a variety of institutions and inform teaching and learning in undergraduate computing in a variety of environments. Each of the five partnerships consists of a paired team comprised of a university and a community college. The benefit of this arrangement is to ensure the focus is firmly set on undergraduate computing and that the outcomes and findings of this project develop core CT skills that improve matriculation and transfer from lower to upper division IT and computer science programs. Intellectual Merit: This project develops innovative instructional scenarios and related assessments specifically aligned to develop and enhance CT outcomes for lower division computing students. The project partners will develop instructional elements and techniques that not only impart cognitive knowledge but that also pose authentic situations for students wherein CT attributes can be developed and demonstrated. In order to differentiate between cognitive knowledge gains and improvement in CT skills, faculty working with the treatment groups will develop enhanced student assessments using Principled Assessment Design for Inquiry which produces evidence-centered assessment design. An excellent team has been assembled to lead this project which has the potential to produce new disciplinary foundations and serve as a model for computing for the future.Broader Impacts: In explicitly including lower division and community college IT courses in computational thinking frameworks, this proposal breaks new ground. The project is to be disseminated to a broad audience covering the spectrum of undergraduate computing education and broadening participation organization. Each regional partner has additional regional dissemination foci, and the team is particularly interested in national dissemination of the results obtained through the pedagogical approaches investigated in this work, particularly as they may inform others with an interest in improving matriculation and transfer from lower to upper division IT programs. The models and results from the project thus have the potential to reach a diverse set of institutions with different student populations and thus provide pathways for preparing computing students for the workforce of the future.