伯克利分校对大规模教学CS的看法
A Berkeley View of Teaching CS at Scale
摘要：
在过去的十年中，全国各地的本科计算机科学（CS）课程经历了入学人数的爆炸性增长，因为计算技能在许多领域和劳动力中越来越重要。在这种前所未有的学生需求的推动下，加州大学伯克利分校的CS课程在五年内将毕业班的规模扩大了两倍。专业的前两门入门课程，每门由一名教师和数百名学生教师授课，每学期为近2,900名学生提供服务。这份报告提出了三个策略，使大规模的CS课程的有效教学，交付和管理：（1）自动评分器的基础设施和在线平台的发展，以提供即时反馈与最小的教师干预，并提供大规模的课程;（二）由于教学助理职责的变化和几个项目的发展，学术和社会学生支持网络的扩大近同侪辅导社区;（3）扩大本科教师培训计划，以满足对合格实习教师的需求。这些干预措施有助于入门和高级课程解决能力挑战和扩大招生，同时在部门历史上获得最高的学生教学评价。对包容性和多样性的影响进行了讨论。
英文摘要：
Over the past decade, undergraduate Computer Science (CS) programs across the nation have experienced an explosive growth in enrollment as computational skills have proven increasingly important across many domains and in the workforce at large. Motivated by this unprecedented student demand, the CS program at the University of California, Berkeley has tripled the size of its graduating class in five years. The first two introductory courses for majors, each taught by one faculty instructor and several hundred student teachers, combine to serve nearly 2,900 students per term. This report presents three strategies that have enabled the effective teaching, delivery, and management of large-scale CS courses: (1) the development of autograder infrastructure and online platforms to provide instant feedback with minimal instructor intervention and deliver the course at scale; (2) the expansion of academic and social student support networks resulting from changes in teaching assistant responsibilities and the development of several near-peer mentoring communities; and (3) the expansion of undergraduate teacher preparation programs to meet the increased demand for qualified student teachers. These interventions have helped both introductory and advanced courses address capacity challenges and expand enrollments while receiving among the highest student evaluations of teaching in department history. Implications for inclusivity and diversity are discussed.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
