CPATH-1: Spreading Small Footprints

CPATH项目将由富兰克林·W·奥林工程学院成功开创和开发的小占地模式扩展到其他四所机构，即马萨诸塞州阿默斯特学院、哈佛大学、科尔比学院和伦赛尔理工学院。首席调查员将与其他学术机构合作，使在Olin所学到的经验教训适用于更广泛的学校，特别是解决不同类型教育机构的不同需求。占地面积小的课程的优点包括：减少核心内容，专注于学习其余计算知识所需的特定要素；强调教会学生自学更多知识；有空间并强调积极、实际操作、以项目为基础和以探究为导向的项目，通常以小组形式进行；有机会与其他学科合作，建立真正的联合课程；以及计算机教育核心的情境化。一群不同的先驱合作者致力于立即进行课程改革。将利用一系列研讨会和市政厅会议以及在线咨询来确定和招募更多的合作机构，并在全国范围内转变对振兴计算教育所必需的理解。智力的优点：计算课程的广泛变化需要仔细构建可行的模型。随着核心计算课程的重构，该项目的方法应该为多学科合作提供机会，以强调计算的耐用性。PI带来了独特的背景，包括在从单一机构向外扩展课程方面取得的成功，以及开发小型计算课程和工程教育课程的丰富经验。第一轮合作学校经过精心挑选，以提供多样化的模式，以引导全国对话和社区。广泛影响：该项目的主要重点是计算机教学、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，然后对本科计算课程进行改造。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，并通过发展跨学科项目为学生创造新的机会。该项目最初是以地理为中心的，但随着时间的推移，该项目将通过讲习班、市政厅会议、出版物、由国际和平协会进行的电子和面对面咨询以及动手修改课程来扩大其影响范围。最终，美国的每一所大学都应该能够指望至少一次成功地在同行机构对小规模课程进行调整，从而使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.