CPATH-1: Computational Thinking Evolution to Studio-Based Active Learning

这个CPATH项目通过将基于工作室的学习和积极的学习体验整合到本科计算学生的早期经验中，重振了佛罗里达农工大学的本科计算教育。通过与奥本大学的合作，该项目将一个成功的CPATH项目的方法调整到佛罗里达州农工大学的环境中。这一方法的灵感来自于人类语言学习的隐喻，即人类在写作之前通过一系列积极的沉浸来学习他们的自然语言。主动学习应该增加学生的参与度，并发展一个学习者社区，为学生提供社会和学术支持，使他们将计算机科学的挑战转化为学习经验，而不是障碍。该项目的智力价值在于该项目和合作研究团队的强大概念基础。该项目包括重要的评估和传播，这些评估和传播应该为计算教育的学科提供关于计算学习的重要见解。更广泛的影响包括产生可广泛使用的方法和人工制品。该项目影响了两个社区，计算机科学专业的学生和参加以软件为中心的扫盲课程的非专业学生。这应该会扩大本科计算管道中的学生人数，以及由此在全国范围内产生的计算劳动力。

This CPATH project revitalizes undergraduate computing education at Florida A&M University through integrating studio-based learning and active learning experiences into the early experiences of undergraduate computing students. Through collaboration with Auburn University, the project adapts the methodology of a successful CPATH project to the Florida A&M setting. The approach is inspired by a human-language learning metaphor in which humans learn their natural language by a series of active immersions before writing. Active learning should increase the engagement of students and develop a community of learners that provides the social and academic support for students to turn the challenges of computer science into learning experiences instead of barriers.The intellectual merit of the project lies in the strong conceptual basis for the project and the collaborative team of investigators. The project includes significant evaluation and dissemination that should provide significant insights into the learning of computing to the discipline of computing education.The broader impacts include the production of approaches and artifacts that can be used widely. The project impacts two communities, computer science majors and non-majors taking a software-centric literacy course. This should broaden the pool of students in the undergraduate computing pipeline and the resulting computing workforce within the nation.