CPATH-1: Spreading Small Footprints

这个CPATH项目扩展了小足迹模式，成功地开创和发展在富兰克林W。奥林工程学院，其他四所院校，马萨诸塞州阿默斯特，哈佛，科尔比，和伦斯勒理工学院。首席研究员将与其他学术机构合作，将奥林中学到的经验教训应用于更广泛的学校，特别是满足不同类型教育机构的不同需求。小足迹课程的优点之一是：减少核心，集中在所需的特定元素，以学习计算的其余部分;强调教学生自己学习更多;空间和强调积极的，动手的，基于项目和调查驱动的项目，通常在团队中进行;与其他学科合作并建立真正的联合课程的机会;以及计算教育核心的情境化。 最初一批不同的先驱合作者致力于立即进行课程改革。一系列的讲习班和市政厅会议以及在线咨询将用于确定和招募更多的合作伙伴机构，并创造一个全国性的转变，了解什么是必要的振兴计算教育。智力优点：广泛的变化，计算课程需要认真建设可行的模式。这个项目的方法应该提供机会，多学科合作的核心计算课程重构，强调计算的持久骨头。PI带来了独特的背景，包括从单一机构向外发展课程的先前成功，以及开发计算和工程教育计划的小足迹课程的丰富经验。第一轮合作学校经过精心挑选，以提供多种模式，从中引导全国性的对话和社区。更广泛的影响：该项目的主要重点是计算教学，培训和学习的内容和风格。该项目将吸引许多教育工作者积极对话，然后改造本科计算程序。反过来，这些课程改革将改变学生在传统计算学科的教育经验，并通过跨学科课程的发展为学生创造新的机会。最初，该项目以地理为中心，但随着时间的推移，该项目将通过研讨会，市政厅会议，出版物，PI的电子和面对面咨询以及实践课程修订来扩大其影响范围。 最终，全国的每一所大学都应该能够在同行机构中至少有一个成功的小足迹课程改编，以便课程改革从激进的创新转向更容易的模仿和采用过程。

This CPATH Project extends the Small Footprint model, successfully pioneered and developed at the Franklin W. Olin College of Engineering, to four other institutions, Massachusetts Amherst, Harvard, Colby, and Rensselear Polytechnic. The principal investigator will work with other academic institutions to adapt the lessons learned at Olin to a broader set of schools, specifically addressing the diverse needs of different kinds of educational institutions. Among the virtues of the small footprint curriculum are: a reduced core that concentrates on the particular elements that are required in order to learn the rest of computing; an emphasis on teaching students to learn more on their own; room for and an emphasis on active, hands-on, project-based and inquiry-driven projects, often carried out in teams; opportunities to collaborate with other disciplines and to build genuinely joint curriculum; and contextualization of the core of computing education. A diverse initial group of pioneer collaborators have are committed to immediate curricular reform. A series of workshops and town hall meetings as well as an online consultation will be used to identify and recruit additional partner institutions and to create a national shift in understanding of what is necessary to the revitalization of computing education.Intellectual Merit: Widespread change in computing curricula requires careful construction of viable models. The approaches of this project should provide opportunities for multi-disciplinary collaboration as the core computing curriculum is refactored to emphasize computing's durable bones. The PI brings a unique background including prior successes in growing curricula outwards from single institutions and extensive experience developing both a small footprint curriculum for computing and an engineering educational program. The first round partner schools have been carefully selected to provide diverse models from which to bootstrap a national conversation and community.Broader Impact: The primary focus of this project is the content and style of teaching, training, and learning in computing. The project will engage many educators in active conversation and then transformation of undergraduate computing programs. In turn, these curricular reforms will change the educational experiences of students in traditional computing disciplines and create new opportunities for students through the development of interdisciplinary programs. Initially the project is geographically centered but over time the project will broaden its reach through workshops, town hall meetings, publications, electronic and in-person consultation by the PI, and hands-on curricular revision. Eventually, every university in the nation should be able to look to at least one successful adaptation of the small footprint curriculum at a peer institution, so that curricular reform moves from radical innovation to the easier processes of emulation and adoption.