IUSE/PFE:RED: PPSE - Transforming Programmers to Professional Software Engineers through Curricular Innovation, Inclusive Pedagogy, and Faculty Development

IUSE/PFE:RED：PPSE - 通过课程创新、包容性教学法和教师发展将程序员转变为专业软件工程师

基本信息

批准号：
1730568
负责人：
Venkat Gudivada
金额：
$ 200万
依托单位：
East Carolina University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-07-01 至 2023-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1730568&HistoricalAwards=false
关键词：
IUSE PFE RED PPSE Transforming

项目摘要

Many computer science departments in general, and less-research-intensive departments in particular, experience high dropout of undergraduate students. This is particularly worrisome given that the US Bureau of Labor Statistics predicts that by 2020, half of all STEM jobs will be in computing. Several research advances and technological innovations have fundamentally changed the computing discipline in recent years. Such advances include cloud and mobile computing, web technologies, high-performance computing, social media, big data, and machine learning. Similar advances have also occurred in learning science and educational technologies. Learning science informs how students actually learn and educational technologies leverage mobile computing and learning analytics to enable formal and informal learning. Millennial students learn differently and the above advances provide unprecedented opportunities to enhance student learning. This project seeks to dramatically improve computer science students' retention and graduation rates through a transformational process that involves curricular innovations, design and development of inclusive pedagogy, and faculty development. Both technical and professional skills will be interspersed throughout the curriculum to better prepare them for industry careers. The project addresses diversity in student learning through personalization and enables a significant increase in the participation of underrepresented groups in computing education and careers. Lastly, the project strives to increase the number of transfer students from community colleges and early college high schools completing undergraduate computing degrees in universities. The results of the project will be widely disseminated across the country to help other computer science departments improve their students' success.The goals of the project are (1) transform the programming-centric computer science education approach to a systems-oriented and software engineering-centric one, (2) infuse professional skills development process into the entire curriculum, (3) dramatically increase retention and graduation rates, (4) recruit significantly more students from underrepresented groups (5) personalize teaching and learning in both formal and informal settings, and (6) work with community colleges and early college high schools in the region to increase the number of transfer students and enhance their success in college. The project is both innovative and revolutionary. The project will design a non-course-centric curriculum, develop an innovative and inclusive pedagogy, use free and open-source software to provide a compelling and contextualized teaching and learning environment. Professional skills development will be interspersed throughout the curriculum through team projects, internship and co-op opportunities, undergraduate research and entrepreneurship, and professional networking. The project will improve retention and graduation rates by employing research-based approaches such as providing motivating and inviting academic environment, proactive efforts in student advising and degree planning, and fostering positive faculty-student relationships. Participation of underrepresented groups will be significantly increased through collaborative partnerships with community colleges and early college high schools. Personalization of teaching and learning materials will be achieved through structuring and development of materials through fine-granular authoring and semantic markup. To overcome faculty resistance barriers, the project employs a change model which is based on Appreciative Inquiry, which reflects local context and constraints. The change model drives the research questions we investigate in the project. It takes an unprecedented, bold, and systemic approach to the professional formation of software engineers.

许多计算机科学系，尤其是研究较少的部门，都经历了本科生的高辍学。鉴于美国劳工统计局预测，到2020年，所有STEM工作中的一半将在计算中，这尤其令人担忧。近年来，几项研究进展和技术创新从根本上改变了计算学科。这些进步包括云和移动计算，Web技术，高性能计算，社交媒体，大数据和机器学习。学习科学和教育技术也发生了类似的进步。学习科学告诉学生如何实际学习和教育技术利用移动计算和学习分析来实现正规和非正式的学习。千禧一代学生的学习方式有所不同，上述进步为增强学生学习提供了前所未有的机会。该项目旨在通过涉及课程创新，包容性教学法的设计和开发以及教师发展的转型过程来大大提高计算机科学学生的保留和毕业率。技术和专业技能都将散布在整个课程中，以更好地为行业职业做好准备。该项目通过个性化解决了学生学习的多样性，并使代表性不足的小组参与计算教育和职业的参与大幅增加。最后，该项目努力增加社区大学和大学高中的转学学生人数，以完成大学的本科计算学位。该项目的结果将在全国范围内广泛分解，以帮助其他计算机科学部门改善学生的成功。项目的目标是（1）将以编程为中心的计算机科学教育方法转变为以系统为导向和以软件工程为中心的计算机科学教育方法；在正式和非正式环境中的教学和学习，以及（6）与该地区的社区大学和早期大学中学合作，以增加转学学生的数量并增强他们在大学的成功。该项目既创新又具有革命性。该项目将设计一个以非课程为中心的课程，开发创新且包容性的教学法，使用免费和开源软件来提供引人入胜且上下文化的教学和学习环境。专业技能开发将通过团队项目，实习和合作机会，本科研究和企业家精神以及专业网络来散布在整个课程中。该项目将通过采用基于研究的方法（例如提供动机和邀请学术环境，积极主动的学生咨询和学位计划以及促进积极的教师关系的积极努力）来提高保留率和毕业率。通过与社区学院和早期大学中学的合作伙伴关系，代表性不足的团体的参与将大大增加。通过细粒状创作和语义标记来实现材料的结构和开发，将实现教学材料的个性化。为了克服教师抵抗障碍，该项目采用了一个基于欣赏性询问的变更模型，该模型反映了当地的背景和约束。变更模型推动了我们在项目中研究的研究问题。它需要一种空前的，大胆的和系统的方法来实现软件工程师的专业形成。