Decker, A., & Morrison, B., & Margulieux, L. E. (2019, June), Board 37: Developing Subgoal Labels for Imperative Programming to Improve Student Learning Outcomes  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32333

\bibitem{asee_peer_32333}
  Decker, A., \& Morrison, B., \& Margulieux, L. E. (2019, June), \emph{Board 37: Developing Subgoal Labels for Imperative Programming to Improve Student Learning Outcomes}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32333

Adrienne Decker, Briana Morrison, and Lauren Elizabeth Margulieux.  "Board 37: Developing Subgoal Labels for Imperative Programming to Improve Student Learning Outcomes".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32333 Internet.  27 Dec, 2024

\bibitem{asee_peer_32333}
  Adrienne Decker, Briana Morrison, and Lauren Elizabeth Margulieux.
  "Board 37: Developing Subgoal Labels for Imperative Programming to Improve Student Learning Outcomes".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32333 Internet.  27 Dec, 2024

@INPROCEEDINGS{asee_peer_32333
author = "Adrienne Decker, Briana Morrison, and Lauren Elizabeth Margulieux"
title = "Board 37: Developing Subgoal Labels for Imperative Programming to Improve Student Learning Outcomes"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32333}
number = {10.18260/1-2--32333}
}

TY  - CPAPER
AB  - There have been many calls recently for computing for all across the nation. While there are many opportunities to study and use computing to advance the fields of computer science, software development, and information technology, computing is also needed in a wide range of other disciplines, including engineering. Most engineering programs require students take a course that teaches them introductory programming, which covers many of the same topics as an introductory course for computing majors (and at times may be the same course).  However, statistics about the success of a course that is an introductory programming course are sobering; approximately half the students will fail, forcing them to either repeat the course or leave their chosen field of study if passing the course is required.
 
This NSF IUSE project incorporates instructional techniques identified through educational psychology research as effective ways to improve student learning and retention in introductory programming. The research team has developed worked examples of problems that incorporate subgoal labels, which are explanations that describe the function of steps in the problem solution to the learner and highlight the problem-solving process. Using subgoal labels within worked examples, which has been effective in other STEM fields, students are able to see an expert's problem solving process, which helps students learn to solving problems before they can solve problem themselves. Experts, including instructors, teaching introductory level courses are often unable to explain the process they use in problem solving at a level that learners can grasp because they have automated much of the problem-solving processes after many years of practice. This submission will present the results of the first part of development of subgoals and will explain how to integrate them into classroom lessons in introductory computing classes.

AU  - Adrienne Decker
AU  - Briana Morrison
AU  - Lauren Elizabeth Margulieux
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Board 37: Developing Subgoal Labels for Imperative Programming to Improve Student Learning Outcomes
UR  - https://peer.asee.org/32333
DO  - 10.18260/1-2--32333
ER  -