Assessing How Pre-requisite Skills Affect Learning of Advanced Concepts

Students often struggle with advanced computing courses, and comparatively few studies have looked into the reasons for this. It seems that learners do not master the most basic concepts, or forget them between courses. If so, remedial practice could improve learning, but instructors rightly will not use scarce time for this without strong evidence. Based on personal observation, program tracing seems to be an important pre-requisite skill, but there is yet little research that provides evidence for this observation. To investigate this, our group will create theory-based assessments on how tracing knowledge affects learning of advanced topics, such as data structures, algorithms, and concurrency. This working group will identify relevant concepts in advanced courses, then conceptually analyze their pre-requisites and where an imagined student with some tracing difficulties would encounter barriers. The group will use this theory to create instructor-usable assessments for advanced topics that also identify issues caused by poor pre-requisite knowledge. These assessments may then be used at the start and end of advanced courses to evaluate to what extent students\u2019 difficulties with the advanced course originate from poor pre-requisite knowledge

Beyond the Bubble: Technology and the Future of Student Assessment

Provides an overview of information technology's potential to enable better assessments of student achievement. Outlines promising models for testing complex skills, cognition, and learning and for utilizing such assessments to improve instruction

Creating Quality Undergraduate Research Programs in Economics: How, when, where (and why)

While undergraduate research (UR) has been growing across the academy for decades, economics has been relatively slow to adopt it as pedagogy. We argue for the development of comprehensive UR programs that not only require capstone research experiences, but integrate the development of foundational research skills throughout the curriculum. Fundamentally, there is a hierarchy whereby students learn basic research skills in lower-level courses, develop ability integrating content knowledge and research skills in upper-levels, and produce independent or collaborative research projects in later semesters. Successful UR programs depend on understanding this developmental model, integrating it into the curriculum, and taking advantage of resources to support it. To facilitate such improvements, we make six recommendations for departments to consider when building or strengthening their UR environment.undergraduate research, senior thesis, honors thesis, service learning, active learningQuality UGR

What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?

What are the impacts and cost effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries

National CPE Curriculum: a pathway to excellence

https://egrove.olemiss.edu/aicpa_comm/1122/thumbnail.jp

Division of Nutritional Sciences

Cornell University Courses of Study Vol. 97 2005/200

Bulletin of the College of Nursing, 1995-1996

•Academic Calendar 1995-1996 •Message from the Dean •The University of Nebraska Medical Center •The College of Nursing •BSN Purpose/Goals/Outcomes •Admission to the BSN Program •Academic Policies and Procedures •Undergraduate Baccalaureate Program Course Descriptions •Learning Resources •Scholarship and Financial Aid Information •Student Rights and Responsibilities •Student Services and Information •The Graduate Program in Nursing •Master\u27s Program Purpose, Outcomes and Competencies •Admission Requirements •Doctoral Program •Financial Assistance: General Information •Programs of Study •Graduate Program Faculty •Graduate Program Course Descriptions •Goverance •College of Nursing Faculty and Educational Support Staff •Indexhttps://digitalcommons.unmc.edu/bulletin_con/1008/thumbnail.jp

Improving Student Learning Through Use of an In-class Material Processing Design Project

At Marquette University, hybrid project-based learning has been implemented in an undergraduate mechanical engineering course on materials processing and forming using a team-based approach. The goals of the project are to 1) introduce more active and student-centered activities to improve student engagement and mastery of core concepts, 2) increase students\u27 confidence in their ability to apply what they learned in the course to solving real-world problems, 3) enable students to gain experience using engineering software as part of the learning process and in applications context. While use of process modeling software in materials processing and manufacturing courses is not entirely new, the project has students actively developing a model around a realistic process, rather than passive users running canned models and reviewing the output. This paper presents details of the project and discusses preliminary results regarding its impact on student learning and confidence related to application of the course concepts. Recommendations for improving and expanding this in-class project are presented, along with a description of the assessment methods used to measure the impact on students