Collaborative Research: New Computer Science Faculty Teaching Workshop

合作研究：新计算机科学教师教学研讨会

• 批准号: 1432830
• 负责人: Elizabeth Simon
• 金额: $ 27.55万
• 依托单位: University of California-San Diego
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-01-01 至 2020-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1432830&HistoricalAwards=false
• 关键词: Collaborative; Research; New; Computer; Science

New Computer Science Faculty Teaching WorkshopThis project is a collaboration between University of California-San Diego, Skidmore College, Stanford University, and Georgia Tech. The experienced PI team will develop a workshop for new computer science (CS) faculty, based on evidence-based instructional practices. Most other STEM disciplines have some form of teaching-specific workshop which addresses faculty teaching practices, informs new faculty about evidence-based instructional practices, and encourages educational research. This project will develop such a workshop model for computer science. In addition to developing the workshop itself and running it three times, the project team will form a Community of Practice among the workshop participants which will help them develop teaching competence, enhance their view of teaching as a scholarly activity, and encourage them to use evidence to evaluate the effectiveness of their teaching practices. The long term impact of this project can be substantial given the large number of students who will likely be taught over the teaching careers of the workshop participants. This project will be funded by the Division of Undergraduate Education through the IUSE program.The workshop will itself be built around a number of teaching practices that have already been shown to be successful, thereby giving participants firsthand experience as "students" with practices they can later employ in their own classrooms. Workshop participants will work with underlying theory about ways that effective teaching can draw out student preconceptions, the importance to students of deep foundation knowledge and a conceptual framework, and the development of metacognitive abilities. The workshops will also draw on theory about growth and fixed mindsets and the development of expertise. The specific pedagogic practices utilized will be peer instruction and flipped classrooms, with additional use of live coding, pair programming, discussion of how best to use teaching assistants, and discussion of how technology can support learning. Online community support and the development by each participant of a teaching portfolio will help solidify use by participants of the practices they learn in the workshops. Project evaluation will be carried out by the Western Michigan University Center for Research on Instructional Change in Postsecondary Education. This will focus on the extent to which the project positively impacts the participants' teaching expertise, to what extent the in-person workshop and online community contribute to the development of a community of practice, and how participation helps moderate the barriers that often dissuade faculty from focusing on teaching.

新的计算机科学教师教学研讨会这个项目是加州大学圣地亚哥分校、斯基德莫尔学院、斯坦福大学和格鲁吉亚理工学院的合作项目。 经验丰富的PI团队将根据循证教学实践为新的计算机科学（CS）教师举办研讨会。 大多数其他STEM学科都有某种形式的教学特定研讨会，讨论教师的教学实践，向新教师介绍基于证据的教学实践，并鼓励教育研究。 本项目将为计算机科学开发这样一个研讨会模型。除了发展工作坊本身及举办三次工作坊外，项目小组将在工作坊参与者之间成立一个实践社区，以帮助他们发展教学能力，加强他们对教学作为一项学术活动的看法，并鼓励他们使用证据来评估其教学实践的有效性。这个项目的长期影响可能是实质性的，因为有大量的学生可能会在讲习班参与者的教学生涯中接受教育。 该项目将由本科教育部通过IUSE计划资助。研讨会本身将围绕一些已被证明是成功的教学实践来构建，从而为参与者提供“学生”的第一手经验，这些经验可以在以后的课堂上使用。研讨会的参与者将与潜在的理论有关的方式，有效的教学可以引出学生的先入之见，深基础知识和概念框架的学生的重要性，以及元认知能力的发展。研讨会还将借鉴有关增长和固定心态以及专业知识发展的理论。 所使用的具体教学实践将是同伴指导和翻转教室，并额外使用实时编码，配对编程，讨论如何最好地使用教学助理，以及讨论技术如何支持学习。 在线社区支持和每个参与者开发的教学组合将有助于参与者巩固使用他们在讲习班中学到的做法。项目评估将由西密歇根大学中学后教育教学改革研究中心进行。这将侧重于项目在多大程度上积极影响参与者的教学专业知识，在何种程度上的人的讲习班和在线社区有助于实践社区的发展，以及如何参与有助于缓和的障碍，往往劝阻教师专注于教学。