The effect of programming competency on success in undergraduate team projects in computing science

PhD ThesisAs part of the Centre for Excellence in Teaching and Learning Project, Active Learning in Computing (CETL ALiC) Newcastle University, in partnership with Durham University, developed a Cross-Site Software Development Activity in their Stage 2 Software Engineering modules (FHEQ level 5) and both universities carried out this activity during the academic years 2005/06 to 2008/09. This initiative involved ‘Companies’ of Newcastle and Durham students working in partnership to develop a software solution together throughout the academic year. This initiative was risky because assessment and marking of deliverables for the project was conducted between staff at both sites. Each module had differing assessment weightings, learning outcomes and taught content. Therefore it was imperative that CETL ALiC staff kept a close eye on assessment outcomes during the project to ensure that no students were disadvantaged by the Cross-Site work. This thesis outlines an initial review of assessment carried out at Newcastle University, the findings of which led to some concerns about fairness in attainment between students on different programmes at Newcastle due to student perceptions about the ‘higher’ value of programming skills and the ‘lower’ value of soft skills. These findings were the motivation for the deeper investigations into the assessment framework used in the Software Engineering Team Project (SETP) at Newcastle University that are presented in this thesis. The investigations show that student perceptions of the value of technical roles in the project teams led to students in non-technical roles being awarded lower peer percentage weightings, which in turn meant they achieved lower overall marks for the module. The thesis introduces remedial work in the form of competency matrices that was carried out in an attempt to address this problem. This remedial work led to the development of the Student Appraisal Method, a 360 degree feedback method of formative assessment that is presented at the end of this thesis. This method of assessment can be generalised for other disciplines and should ensure students become more aware of their own personal competency development in team projects in the future and that they make better ii judgements about the contribution of their teammates, irrespective of whether their role is technical or non-technical during Software Engineering projects

The Process of Innovation at Oakton High School

This project studied the implementation of 21st century teaching and learning within a leading progressive Virginia high school. The study incorporated literature research, observational studies, interviews, surveys of teachers, and dialogue with administrators and other institutions. Overall, we found widespread acceptance of 21st century principles and learning outcomes within the institution because of their alignment with established values. Faculty exhibited strong comfort levels within their own academic subjects and were likely to collaborate with those within their own or similar disciplines. Constraints included diverse conceptions of projects, perceptions of constraints imposed by standardized testing, and the need for updated technology