Browsing by Subject "computer science education"

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    Enhancing Course Objectives for a Sophomore Electronic Devices Class via Peer-Led Team Learning (PLTL) Model and Attached Projects
    (IEEE, 2019-10) Shayesteh, Seemein; Cochran, Zachary; Dhavalikar, Raj; Huelsman, Ian; Madan, Akul; Peters, Taylor; Yago, Ahmed; Wible, Grant; Rizkalla, Maher; Electrical and Computer Engineering, School of Engineering and Technology
    This Full Innovative Practice paper presents a new Peer-Led team Learning (PLTL) recitation model for the sophomore Electronics Analysis and Design course, emphasizing device physics, device models, and analog and digital applications in the Department of Electrical and Computer Engineering at IUPUI. This new PLTL model with small number of students assigned to one peer-leader has enabled students to cooperate with each other and build teamwork, to get more practice with course software, and to better understand the course design component. This new model has overall improved the students' performance in the course. The new model has also enabled the instructor to introduce students to some research topics which led to students being encouraged to enroll in higher level related courses and to pursue further research in these areas. This paper details the structure of this new model, the feedback from students, the PLTL model recitation guidelines for the course semester, and attached projects. The paper also assesses the course objectives using this new model as compared to previous offerings.
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    Incorporate Cross-Course Knowledge Integration into Computing Education
    (IEEE, 2019-10) Mithun, Shamima; Luo, Xiao; Computer Information and Graphics Technology, School of Engineering and Technology
    This research to practice full paper describes our cross-course knowledge integration approach, which uses a project-based learning environment. The structure and instructional pedagogies of some of our data management concentration courses in our department have not changed in a long time. Most of our data management courses cover theoretical knowledge without showing their practical applications. As a result, students don't find those courses interesting enough. In addition, none of our data management courses require cross-course interactions, which is the current instructional pedagogical direction. With the goal of addressing these issues and improving student learning, faculty employed a cross-course knowledge integration model to teach the advanced database design course CIT 44400. We redesigned this advanced database course as part of our data management curriculum enhancement also to align with the trends of the IT industry and to enable students to correlate knowledge learned in various courses. In this redesign process, we integrated a project that aligns with industrial projects in this higher-level course curriculum, so that students can integrate and apply theoretical knowledge gained in lower-level courses through participating in a project-based learning approach, using current technology of the field. Evaluation results show crosscourse knowledge integration-based pedagogy gives students comprehensive knowledge that improves students' performance and helps them link and apply knowledge learned in various courses.