1) How
is the CPATH program (a) infusing computational thinking into a
wide range of disciplines serving undergraduate education and
(b) reaching a wide range of students to prepare them for STEM
careers?
|
What
are the curricular and pedagogical models that have been
created and developed through this program?
|
4,
5, 13
|
4,
5, 11
|
4,
5, 12
|
1,2
|
10
|
12
|
3,
11
|
2
|
How,
and to what extent, are the individual CPATH projects being
implemented as planned?
|
7
|
7
|
7
|
|
4
|
3
|
4,
6
|
4,
17
|
How
has the CPATH program supported the formal identification and
specification of the core elements and competencies of
computational thinking?
|
4
|
4
|
4
|
7
|
|
|
|
8
|
What
are the factors that have supported successful implementation
of strategies?
|
9,
14
|
8,
12
|
9,
13
|
|
6,
11
|
4,
12
|
4,
7, 12
|
|
What
do institutional leaders understand about the goals of the
CPATH program and project(s)?
|
8,
9
|
8
|
9
|
|
6
|
|
7
|
|
Who
is benefitting from the projects? Students? Faculty?
Departments?
|
6
|
6
|
6
|
5
|
|
|
5
|
9
|
How
successful has the program been in targeting and engaging
traditionally underrepresented groups (i.e., minorities,
females, disabled and non-traditional computer majors) in
classes or programs that promote computational thinking?
|
6
|
6
|
6
|
4
|
8
|
8
|
5
|
9
|
2) What
is the evidence that university and community college
departments and faculty are integrating computational thinking
into their courses?
|
What
have been the program’s successes and highlights across
projects in integrating best practices in computational
thinking into courses across disciplines? What patterns do
these indicate?
|
5,
7
|
5,
7
|
5,
7
|
3,
4
|
4
|
3,
8
|
6,
7
|
4,
6, 7,
16,
17
|
What
have been the program’s barriers and challenges across
projects to infusing computational thinking across disciplines?
What patterns do these indicate?
|
5,
7
|
5,
7
|
5,
7
|
6
|
4
|
4
|
6
|
4,
6
|
What
do institutional documents (course catalogues, outlines of
departmental majors, etc.) reveal about how IHEs are adapting
to change by integrating computational thinking across the
disciplines?
|
|
|
|
|
9
|
|
|
|
To
what extent do faculty within university and community college
departments produce educational scholarship to support
grassroots efforts to promote computational thinking in and
across the undergraduate curriculum?
|
11
|
|
10
|
|
8
|
8
|
9
|
|
What
are the different social and resource supports within
departments available to faculty bolstering their curricular
reform efforts around computational thinking?
|
8,
14
|
12
|
8,
13
|
|
5,
11
|
12
|
12
|
5
|
3) What
is the evidence that the program is supporting the development
of promising models of institutional change?
|
How
is the program supporting increases in student enrollment and
course taking in computing over time?
|
11
|
10
|
10
|
4,8
|
8
|
8
|
9
|
10,
11, 12,16
|
How
is the program catalyzing institutional change through faculty
and administrative leadership governance in IHEs?
|
10,
12, 14
|
9,
12
|
11,
13
|
|
9,
11
|
9,
12
|
8,
10, 12
|
18
|
To
what extent has the program influenced faculty culture and the
rewards/incentive structure of IHEs?
|
8,
10,
12
|
9
|
8,
11
|
|
5,
7, 9
|
9
|
8,
10
|
17,
18
|
What
are some examples of promising models developed for infusing
computational thinking across disciplines and institutions?
|
13
|
11
|
12
|
|
10
|
11
|
11
|
|
How
have grantee institutions leveraged grant resources to support
and sustain their reform models over time?
|
10,
14
|
9,
12
|
13
|
|
7,
11
|
12
|
8,
12
|
|
How
are promising models sustained and replicated in new
institutional settings?
|
13
|
11
|
12
|
|
10,
14
|
11,
16
|
11
|
|
4) What
is the evidence that the program is developing communities of
practitioners (among the different program stakeholders) that
regularly share best practices across communities?
|
How
is the program supporting community building to share best
practices in computational thinking?
|
15
|
13
|
14
|
|
|
5
|
|
13
|
How
has the program promoted the continued growth of the community
of practitioners outside of the formal CPATH grantees?
|
14,
15
|
12,
13
|
13,
14
|
|
11
|
2,
12,
15
|
12
|
13,
14
|
How
have the program’s grantees contributed to a common
understanding of computing competencies among the different
stakeholder groups?
|
15
|
13
|
14
|
|
|
6
|
|
15
|
How
is the program supporting the inclusion of different
stakeholders in these learning communities around computational
thinking and education?
|
15
|
13
|
14
|
|
|
6
|
|
13,
14
|
What
role has the program played in promoting shared learning about
computational thinking among industry and
professional/disciplinary associations?
|
|
|
|
|
|
6
|
|
13
|
To
what extent is the program creating strong links and synergy
among the grantees involved in collaborative activities?
|
14,
20
|
12
|
13
|
|
11
|
7,
12
|
12
|
|
5) How
has the CPATH program promoted sustainable multi-sector
partnerships that represent a broad range of stakeholders (i.e.
industry, higher education, K12)?
|
To
what extent have the program’s grantees created
opportunities to develop multi-sector partnerships around
computational thinking?
|
17
|
15
|
16
|
5
|
13
|
10,
13
|
|
|
How
has the program supported pre-existing relationships between
different sectors and promoted further buy-in to develop strong
alliances around computational thinking?
|
18
|
15
|
16
|
|
13
|
10,
14
|
|
|
How
has the program shaped the goals and theories of change of the
different partnerships supporting computing education?
|
18
|
15
|
16
|
|
13
|
10,
14
|
|
|
What
has the program done to define the roles, processes, and
outcomes generated by the partnerships it supports?
|
19
|
16
|
17
|
|
|
2,
3, 10, 15
|
|
|
What
has the program done to sustain multi-sector partnerships that
hold promise for infusing computational thinking throughout the
field?
|
14,
20
|
12
|
13
|
|
11,
14
|
10,
12,
16
|
12
|
|