Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

Teaching and learning in information retrieval

A literature review of pedagogical methods for teaching and learning information retrieval is presented. From the analysis of the literature a taxonomy was built and it is used to structure the paper. Information Retrieval (IR) is presented from different points of view: technical levels, educational goals, teaching and learning methods, assessment and curricula. The review is organized around two levels of abstraction which form a taxonomy that deals with the different aspects of pedagogy as applied to information retrieval. The first level looks at the technical level of delivering information retrieval concepts, and at the educational goals as articulated by the two main subject domains where IR is delivered: computer science (CS) and library and information science (LIS). The second level focuses on pedagogical issues, such as teaching and learning methods, delivery modes (classroom, online or e-learning), use of IR systems for teaching, assessment and feedback, and curricula design. The survey, and its bibliography, provides an overview of the pedagogical research carried out in the field of IR. It also provides a guide for educators on approaches that can be applied to improving the student learning experiences

Using the Inverted Classroom to teach Software Engineering

An inverted classroom is a teaching environment that mixes the use of technology with hands-on activities. In an inverted classroom, typical in-class lecture time is replaced with laboratory and in-class activities. Outside class time, lectures are delivered over some other medium such as video on-demand. In a three credit hour course for instance, contact hours are spent having students actively engaged in learning activities. Outside of class, students are focused on viewing 3-6 hours of lectures per week. Additional time outside of class is spent completing learning activities. In this paper we present the inverted classroom model in the context of a software engineering curriculum. The paper motivates the use of the inverted classroom and suggests how different courses from the Software Engineering 2004 Model Curriculum Volume can incorporate the use of the inverted classroom. In addition, we present the results of a pilot course that utilized the inverted classroom model at Miami University and describe courses that are currently in process of piloting its use

STEM Active Learning Vignette Series: How Wright State and the University of Dayton are Transforming Teaching and Learning for Underrepresented Students

In 2017, Equal Measure visited five campuses representing four of the initial seven STEM Active Learning Networks to delve into site-level changes supporting progress toward network goals. This report discusses our visit to Wright State University and the University of Dayton to explore how they're transforming teaching and learning for underrepresented students.The American Association of Colleges and Universities' (AAC&U) Teaching to Increase Diversity and Equity in STEM (TIDES) network was one of the active learning networks funded by the Helmsley Foundation STEM Active Learning Networks investment. In our role as evaluation and learning partner, Equal Measure conducted a two-day site visit to Wright State University (WSU) and the University of Dayton, OH.In this vignette, we share lessons about how these two exemplary TIDES partners are pursuing their shared goal of transforming teaching and learning, while creating more access to STEM fields for underrepresented students. A key feature of the success of the schools' models is the trust that exists between the TIDES teams, their departmental peers, and their on-campus leadership (such as provosts and deans)

Panel: Teaching To Increase Diversity and Equity in STEM

TIDES (Teaching to Increase Diversity and Equity in STEM) is a three-year initiative to transform colleges and universities by changing what STEM faculty, especially CS instructors, are doing in the classroom to encourage the success of their students, particularly those that have been traditionally underrepresented in computer science. Each of the twenty projects selected proposed new interdisciplinary curricula and adopted culturally sensitive pedagogies, with an eye towards departmental and institutional change. The four panelists will each speak about their TIDES projects, which all involved educating faculty about cultural competency. Three of the panelists infused introductory CS courses with applications from other disciplines, while one of the projects taught computational skills in natural science courses

Panel: Teaching To Increase Diversity and Equity in STEM

TIDES (Teaching to Increase Diversity and Equity in STEM) is a three-year initiative to transform colleges and universities by changing what STEM faculty, especially CS instructors, are doing in the classroom to encourage the success of their students, particularly those that have been traditionally underrepresented in computer science. Each of the twenty projects selected proposed new interdisciplinary curricula and adopted culturally sensitive pedagogies, with an eye towards departmental and institutional change. The four panelists will each speak about their TIDES projects, which all involved educating faculty about cultural competency. Three of the panelists infused introductory CS courses with applications from other disciplines, while one of the projects taught computational skills in natural science courses

Robotics Curriculum Enhancement

Both students and professors of robotics engineering require educational media that supplements existing RBE1001 and RBE2001 content. The purpose of this project was to study methods for student outcome improvement, design a solution in the form of educational media, and monitor the efficacy of the product. After determining a set of needs from student and course staff feedback, videos were developed using Final Cut Pro and Motion to supplement the curriculum of the previously mentioned courses

RBE Curriculum Enhancement

Both students and professors of robotics engineering require educational media that supplements existing RBE1001 and RBE2001 content. The purpose of this project was to study methods for student outcome improvement, design a solution in the form of educational media, and monitor the efficacy of the product. After determining a set of needs from student and course staff feedback, videos were developed using Final Cut Pro and Motion to supplement the curriculum of the previously mentioned courses