EAGER: Computational Thinking in Action in America's STEM Workplaces

EAGER：计算思维在美国 STEM 工作场所的实际应用

• 批准号: 1057672
• 负责人: Joyce Malyn-Smith
• 金额: $ 20.92万
• 依托单位: Education Development Center
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2012-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1057672&HistoricalAwards=false
• 关键词: EAGER; Computational; Thinking; Action; America

Building on the successes of ATE?s IT Across Careers (ITAC) Project and extensive experience developing national and regional voluntary industry skill standards, EDC and a technical committee of computer scientists and thought leaders in computational thinking (CT) from the University of Washington, Massachusetts Institute of Technology, Williams College, Santa Fe Institute, and Raytheon Corporation will develop and validate a common core of CT skill sets used by scientists, technicians/technologists, engineers, and mathematicians in America?s STEM (Science, Technology, Engineering, Mathematics) workplaces. The project employs a skill standards development methodology used in European social partnerships to identify a ?learning occupation? and conduct an occupational analysis of that occupation?creating new language and a framework to describe work duties, tasks, skills, knowledge, and attributes of U.S. STEM professional and technical workers empowered with CT. The project will conduct a national online validation of the resulting CT duties, responsibilities, and associated skills, knowledge, and attributes. With expert STEM workers, the project team will develop written and visual examples of how STEM workers use CT skills in routine work to solve problems commonly found in STEM workplaces. Traditional and innovative dissemination strategies will be used to share findings with the national community of CT stakeholders to inform and advance ongoing efforts to define CT, and to integrate CT into K?20 education programs aimed at building the next generation of STEM innovators. Intellectual Merit: The project builds on existing efforts to define CT. It addresses the urgent need to ground the many emerging definitions of Computational Thinking in validated skills, knowledge, and experiences of working scientists, technicians, and technologists who use CT on a daily basis. Engaging expert computational thinkers from laboratories and industry, modifying the DACUM (Developing A CUrriculuM) process to describe CT, and using the ?learning occupation? as a mechanism to surface and promote dialogue across disciplines and work sectors are each radically different from current approaches used by computer scientists to describe and clarify CT. The concept of a learning occupation is a proven way of defining new occupations for emerging industries and occupations that have undergone substantive changes in worker responsibilities. The occupational analysis DACUM methodology has been widely validated and used internationally to identify the skills needed by front-line workers. The proposed activities meet an important need within the CT community and build on prior NSF and National Skill Standards development work. The technical committee connecting the project to national computer science and CT networks are experts who are influential in their fields and highly regarded contributors to evolving definitions of CT. The PI for this project is a seasoned NSF PI who has led NSF projects and a large NSF center successfully serving the needs of NSF projects that develop pathways to STEM careers. Broader Impacts: The occupational analysis methodology provides a new language and structure that can potentially transform dialogue among thought leaders shaping the emerging definitions of computational thinking. The technical committee will ensure that the work finds a prominent place in the national discussion on CT. Demystifying difficult CT concepts will contribute to the public understanding of CT as a foundational skill set for STEM workers and attract new students into STEM. The articulated skill sets and examples will provide learning guideposts for students seeking to become the STEM innovators of the future. Moreover, they will help educators design and develop relevant programs of study, career pathways, and curricula leading students to STEM careers. Examples of CT skills ?in action? in the workplace will be used by counselors and educators to help broaden participation in STEM learning and careers, and lead to the construction of learning experiences that engage underrepresented groups and grow their talent. The processes established within this project will advance understanding of what it takes to articulate new and emerging occupations in STEM and surface important new questions to pursue.

基于ATE的成功，？的IT跨职业（ITAC）项目和开发国家和地区自愿行业技能标准的丰富经验，EDC和来自华盛顿大学、马萨诸塞州理工学院、威廉姆斯学院、圣达菲研究所和雷神公司的计算机科学家和计算思维（CT）思想领袖的技术委员会将开发和验证科学家使用的CT技能集的共同核心，技术人员/技术专家，工程师和数学家在美国？的STEM（科学，技术，工程，数学）工作场所。该项目采用了欧洲社会伙伴关系中使用的技能标准开发方法，以确定一个？学习职业？并对该职业进行职业分析创建新的语言和框架来描述工作职责，任务，技能，知识和属性的美国STEM专业和技术工人与CT授权。该项目将在全国范围内对所产生的CT职责、责任和相关技能、知识和属性进行在线验证。与STEM专家一起，项目团队将开发书面和视觉示例，说明STEM工作人员如何在日常工作中使用CT技能来解决STEM工作场所常见的问题。传统的和创新的传播战略将被用来与CT利益相关者的国家社区分享调查结果，通知和推进正在进行的努力，以定义CT，并将CT纳入K？20个教育项目旨在培养下一代STEM创新者。智力优势：该项目建立在现有的努力，以定义CT。它解决了将计算思维的许多新兴定义建立在日常使用CT的工作科学家，技术人员和技术人员的经验证的技能，知识和经验基础上的迫切需要。吸引来自实验室和行业的专家计算思想家，修改DACUM（开发一个CUrriculuM）过程来描述CT，并使用？学习职业？作为一种提出和促进跨学科和工作部门对话的机制，每个都与计算机科学家当前用于描述和澄清CT的方法截然不同。学习型职业的概念是一种行之有效的方法，可以为新兴行业和工人责任发生实质性变化的职业定义新的职业。职业分析DACUM方法已得到广泛验证，并在国际上用于确定一线工人所需的技能。拟议的活动满足了CT社区的重要需求，并建立在先前的NSF和国家技能标准开发工作的基础上。将该项目与国家计算机科学和CT网络联系起来的技术委员会是在各自领域有影响力的专家，他们对不断发展的CT定义做出了高度贡献。该项目的PI是一位经验丰富的NSF PI，他领导过NSF项目和一个大型NSF中心，成功满足了NSF项目的需求，为STEM职业发展提供了途径。更广泛的影响：职业分析方法提供了一种新的语言和结构，可以潜在地改变思想领袖之间的对话，塑造计算思维的新兴定义。技术委员会将确保这项工作在关于CT的全国讨论中占据突出位置。揭开CT概念的神秘面纱将有助于公众理解CT作为STEM工作者的基本技能，并吸引新学生进入STEM。明确的技能组合和例子将为寻求成为未来STEM创新者的学生提供学习指南。此外，他们将帮助教育工作者设计和开发相关的学习计划，职业途径和课程，引导学生进入STEM职业。CT技能的例子？在行动中？在工作场所将由辅导员和教育工作者使用，以帮助扩大参与STEM学习和职业，并导致学习经验的建设，参与代表性不足的群体和发展他们的才能。在这个项目中建立的过程将促进理解需要什么来阐明新的和新兴的STEM职业，并提出重要的新问题。