Infusing Computational Thinking into General Education

这个项目解决了将计算思维(CT)注入到来自许多不同学科的广泛的本科课程中的挑战。它正在响应美国国家科学基金会“面向所有学生的计算机科学”的号召，也将促进国家科学基金会将计算机科学融入其他STEM(和非STEM)课程的号召[CS+X]。在大学预科和中学后阶段先前工作的基础上，它正在特拉华大学建立和测试一个有希望的机构一级的变革模式。这一模式有可能成为将计算思维(CT)融入普通本科课程的全国范例。它还引入并潜在地测试了四个旨在促进教师专业发展的重要举措的有效性：1)变革的模式；2)有效的教师专业发展实践；3)纳入同伴指导；4)形成性和终结性评估。这种变革模式建立在重要的先前知识和经验的基础上，并使用基于证据的方法来持续的教师专业发展，并由训练有素的本科生作为学习助理来支持，以创建一个功能强大的学习社区。它纳入了对教师实践、通识教育课程、学生学习结果以及结构对变化本身的影响的精心设计的评估，建立在美国学院和大学协会的价值观准则，特别是定量扫盲准则的基础上。

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.