Infusing Computational Thinking into General Education

将计算思维融入通识教育

• 批准号: 1611959
• 负责人: Lori Pollock
• 金额: $ 30万
• 依托单位: University of Delaware
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-01 至 2020-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1611959&HistoricalAwards=false
• 关键词: Infusing; Computational; Thinking; into; General

This project addresses the challenge of infusing computational thinking (CT) into a wide array of undergraduate courses from many different disciplines. It is addressing NSF calls for "computer science for all students" and also will contribute to the NSF call for infusing computer science into other STEM (and non-STEM) courses [CS+X]. Based on prior work at the precollege as well as post-secondary level, it is building and testing a promising model of change at the institutional level at the University of Delaware. This model has the potential to be a national example for the infusion of computational thinking (CT) into a general undergraduate curriculum. It also introduces and, potentially, tests the effectiveness of four important initiatives designed to further CT in the curriculum: 1) a model for change; 2) effective faculty professional development practices; 3) incorporation of peer mentoring; and 4) formative and summative assessment.This change model builds on significant prior knowledge and experience and uses evidence-based approaches for ongoing faculty professional development, supported by trained undergraduates who act as Learning Assistants to create a functional learning community. It incorporates carefully-designed assessments of changes in faculty practice, general education courses, student learning outcomes and the impact of the structure on the change itself, building on the Association of American Colleges and Universities VALUE Rubrics, particularly the Quantitative Literacy Rubric.

这个项目解决了将计算思维（CT）注入到许多不同学科的广泛的本科课程中的挑战。它正在解决NSF呼吁“所有学生的计算机科学”，也将有助于NSF呼吁将计算机科学注入其他STEM（和非STEM）课程[CS+X]。根据以前在大学预科和中学后一级的工作，它正在特拉华州大学建立和测试一个有希望的机构一级的改革模式。该模型有可能成为一个全国性的例子，为一般的本科课程注入计算思维（CT）。它还介绍了，并可能，测试的有效性，旨在进一步CT课程的四个重要举措：1）一个模式的变化，2）有效的教师专业发展的做法，3）同伴指导的纳入，形成性和总结性评估。这种变革模式建立在重要的先前知识和经验基础上，并使用循证方法进行教师的持续专业发展，由受过训练的本科生作为学习助理提供支持，以创建一个功能性学习社区。它结合了精心设计的教师实践，通识教育课程，学生学习成果和结构对变化本身的影响的变化评估，建立在美国学院和大学价值标准，特别是定量识字标准的协会。