CPATH CDEF: Interdisciplinary Problem- and Case-based Computer Science

0722274CPATH CDEF：跨学科的问题和案例为基础的计算机ScienceOwen Astrachan这CPATH CISE杰出教育研究员（CDEF）奖博士欧文Astrachan承认他作为一个有成就的，创造性的，创新的领导者谁服务于国家作为一个spokeperson和力量改变本科计算教育的作用。CDEF奖项颁发给那些在计算专业取得杰出成就的个人，他们致力于改变本科计算教育，并且对如何做到这一点有创新想法。Astrachan博士的CDEF项目侧重于开发和部署教学材料，以将计算机科学介绍给许多领域的专业。该研究和方法建立在基于案例的学习和基于问题的学习的成功模式，这是在商业和医学院校的标准做法，分别。这种方法将把计算机科学的新知识和技术与学生已经知道的知识联系起来，例如，如何使用iTunes，为什么人类与黑猩猩相似，或者为什么博客和维基具有变革性的影响。在基于问题的学习环境中使用的问题是真实的，并且通常是开放式的，因为它们可以以多种方式接近，回答和证明。在过去的二十年里，计算机科学教育的模式在很大程度上保持不变，尽管计算能力增加了一千倍，社会和科学使用技术的方式发生了前所未有的变化。该项目开发了一个过程和材料，以改变计算机科学的教学和学习以及如何教学。方法和材料是跨学科的，监督该项目的咨询委员会也是如此。开发的材料针对传统的计算机科学学生和更广泛的其他领域的学生，他们在很大程度上不知道作为计算机科学基础的一部分的变革性工具，方法和技术。基于问题的学习在多大程度上成为课程或课程的一部分，以及开发的基于问题的学习练习的类型取决于学生人数和经验，课程的目标，教师在船上的程度，以及致力于该过程的资源。该项目的一个内在方面是一个跨机构，协作和跨学科的方法结合教师和本科生开发，测试和广泛传播的方法。 精心设计和实施的基于问题的学习模块将吸引并有效地与一群学生超越那些考虑计算机作为软件工程或数学。 使用一种在医学和商业领域有良好记录的方法，同时在中学后生物学和工程课程中也取得了成功，这将鼓励新的方法，并吸引新的受众到计算机科学领域。这些单元的跨学科性质必然会产生比传统的工程和科学方法更广泛的影响。 基于问题的学习的有效性维度跨越学习风格和性别以及学科。

0722274CPATH CDEF: Interdisciplinary Problem- and Case-based Computer ScienceOwen AstrachanThis CPATH CISE Distinguished Education Fellow (CDEF) award to Dr. Owen Astrachan recognizes his role as an accomplished, creative, and innovative leader who serves the nation as a spokeperson and force for change in undergraduate computing education. CDEF awards are made to individuals who have achieved distinction in the computing profession, who are committed to transforming undergraduate computing education, and who have innovative ideas on how to do so. Dr. Astrachan's CDEF project focuses on the development and deployment of instructional materials to introduce Computer Science to majors across many fields. The research and approach build on the successful models of Case-Based learning and Problem-Based learning which are standard practices in business and medical schools, respectively. This approach will relate new knowledge and techniques from computer science to what students already know, e.g., how to use iTunes, why humans are similar to chimpanzees, or why blogs and wikis have transformative effects. The problems used in a Problem Based learning setting are authentic and are typically open-ended in that they can be approached, answered, and justified in more than one way. The model for Computer Science Education has remained largely unchanged in the past twenty years despite a thousand-fold increase in computing power and an unprecedented change in how society and science use technology. This project develops a process and materials to transform both what is taught and learned about computer science and how it is taught. The approach and materials are interdisciplinary as is the advisory board that has oversight for the project. The materials developed are aimed at both traditional computer science students and more broadly at students in other fields who remain largely unaware of the transformative tools, methods, and technologies that are part of the foundation of computer science. The extent to which Problem Based learning is made part of a course or curriculum and the type of Problem Based learning exercises developed depend on student population and experience, the goals of the course, the extent to which faculty are on board, and the resources committed to the process. An intrinsic aspect of the project is a cross-institution, collaborative, and interdisciplinary approach combining faculty and undergraduates to develop, test, and widely disseminate the approach. Well-designed and implemented Problem-Based learning modules will attract and be effective with a group of students beyond those considering computer as software engineering or mathematics. Using an approach with a track-record in medicine and business, but also with proven success in postsecondary biology and engineering courses will encourage new approaches and attract new audiences to computer science. The interdisciplinary character of the modules will necessarily have a broader impact than traditional, engineering and science approaches. The dimensions of effectiveness for Problem Based learning cut across learning style and gender as well as discipline.