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

CPATH-2：通过增强计算思维 (ASSECT) 促进成功的 IT 学生

• 批准号: 0939089
• 负责人: Deborah Boisvert
• 金额: $ 79.99万
• 依托单位: University of Massachusetts Boston
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-01 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0939089&HistoricalAwards=false
• 关键词: CPATH; Advancing; Successful; Student; through

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.

该CPATH奖汇集了五个地区的社区学院和大学，包括马萨诸塞州的掩体社区学院和马萨诸塞大学波士顿分校，弗吉尼亚州的北方弗吉尼亚社区学院和乔治梅森大学，印第安纳州的常春藤理工社区学院和普渡大学，俄克拉荷马州的卡梅隆大学以及弗朗西斯科城市学院和加州州蒙特雷。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教育，以开发用于研究和构建教学元素的CT框架。由此产生的产品确定了核心计算概念，方法，框架和工具，可以应用于各种机构，并通知教学和学习在各种环境中的本科计算。五个伙伴关系中的每一个都由一个由大学和社区学院组成的配对团队组成。这种安排的好处是，以确保重点是坚定地设置在本科计算和该项目的成果和调查结果开发核心CT技能，提高入学和从低到高司IT和计算机科学课程的转移。智力优势：该项目开发了创新的教学方案和相关评估，专门用于开发和增强较低级别计算学生的CT成果。项目合作伙伴将开发教学元素和技术，不仅传授认知知识，但也构成真实的情况下，学生CT属性可以开发和演示。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以证据为中心的评估设计的调查原则评估设计来开发增强的学生评估。 一个优秀的团队已经组装来领导这个项目，有可能产生新的学科基础，并作为一个模型计算为future.Broader影响：在明确包括较低的师和社区大学的IT课程在计算思维框架，这个建议开辟了新天地。该项目将传播给广泛的受众，涵盖大学生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中心，该小组特别感兴趣的是通过这项工作中调查的教学方法获得的结果在全国传播，特别是因为它们可以告知其他有兴趣改善入学和从低年级到高年级的信息技术课程。因此，该项目的模型和结果有可能覆盖不同学生群体的各种机构，从而为未来的劳动力准备计算学生提供途径。