Collaborative Research: A Technology Pathway Program in Data Technology and Applications

该项目正在为两所加州州立大学的行为、社会和健康科学学生开发数据技术和应用方面的跨学科技术途径计划（TPP）。它包括四门技术课程，涵盖Python编程，数据结构和算法，数据技术和跨学科的高级项目（或数据库）。它将作为学士学位课程的一部分，或作为证书课程提供。TPP计划将使用基于证据的教学实践，包括有效的教学法以及学习社区和教师专业发展。该计划将使用情境化的基于问题的教学法，学生通过解决现实世界的问题获得关键的技术知识和技能。每一批参与的学生将组成一个学习社区，其中包括硅谷的教授和行业专业人士，以提供学生支持和角色塑造。工程和计算教师谁将教学生在这个程序将从事专业发展，以学习教学方法，已被证明有效的不同的学生在社会，行为和健康科学。这些教师已同意参加整个学年的教师学习社区和夏季技术途径夏季研究所。 该项目预计将产生对技术教育计划的发展为学生的多元化群体和创建一个可持续的跨学科计划，跨越内部组织边界和链接到外部赞助商的研究贡献。如果这个项目成功，它很可能会刺激其他校区通过教师发展和传播计划开发类似的项目。目前对传播过程及其结果的评价将揭示出发起这种跨学科倡议的宝贵经验。其中一个参与机构是少数民族服务机构。

This project is developing an interdisciplinary technology pathway program (TPP) in data technology and applications for behavioral, social, and health science students at two California State Universities. It consists of four technical courses covering Python programming, data structures and algorithms, data technology, and an interdisciplinary senior project (or database). It will be offered as a minor degree program as part of bachelor's degree programs, or as a certificate program. The TPP program will use evidence-based teaching practices that encompass effective pedagogy as well as learning communities and faculty professional development. The program will use contextualized problem-based pedagogy in which students acquire key technical knowledge and skills by solving real-world problems. Each cohort of participating students will be formed into a learning community that will include professors and industry professionals in Silicon Valley for student support and role-modeling. The engineering and computing faculty who will teach the students in this program will engage in professional development in order to learn pedagogical approaches that have been shown effective for the diverse students in the social, behavioral, and health sciences. These faculty have agreed to participate in a Faculty Learning Community throughout the academic year and a summer Technology Pathway Summer Institute. The project is expected to generate research contributions towards the development of a technical education program for a diverse group of students and the creation of a sustainable interdisciplinary program that crosses internal organizational boundaries and links to external sponsors. If this project succeeds, it will very likely spur other campuses to develop similar programs through faculty development and dissemination plans. The ongoing evaluation of the propagation process and its outcomes will reveal valuable lessons for launching such interdisciplinary initiatives. One of the participating institutions is a minority serving institution.