Collaborative Research: A New Computer Science Faculty Teaching Workshop

这个项目是由加州大学圣地亚哥分校、斯基德莫尔学院、斯坦福大学和佐治亚理工学院合作的。经验丰富的PI团队将为新的计算机科学（CS）教师开发一个基于循证教学实践的研讨会。大多数其他STEM学科都有某种形式的教学专题研讨会，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。这个项目将为计算机科学开发这样一个研讨会模型。除了发展研讨会本身并运行三次外，项目团队还将在研讨会参与者中形成一个实践社区，以帮助他们提高教学能力，增强他们将教学视为学术活动的观点，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巨大的，因为大量的学生可能会在研讨会参与者的教学生涯中被教导。本项目将由本科教育司通过IUSE项目资助。讲习班本身将围绕一些已经被证明是成功的教学实践建立起来，从而为参与者提供作为“学生”的第一手经验，他们以后可以在自己的课堂上使用这些实践。研讨会参与者将探讨有效的教学方法如何消除学生的先入为主的观念，深入的基础知识和概念框架对学生的重要性，以及元认知能力的发展。讲习班还将借鉴有关成长、固定思维和专业知识发展的理论。具体的教学实践将采用同伴指导和翻转课堂，并额外使用现场编码，结对编程，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。在线社区的支持和每个参与者的教学作品集的开发将有助于巩固参与者对他们在研讨会中学到的实践的使用。项目评估将由西密歇根大学高等教育教学变革研究中心进行。这将集中于项目对参与者产生积极影响的程度。教学专业知识，现场研讨会和在线社区在多大程度上有助于实践社区的发展，以及参与如何帮助缓和经常阻碍教师专注于教学的障碍。

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.