Chandramouli, M., & Hixon, E. (2019, June), Integrating Active/Collaborative Learning in Computer-Centered Course Curriculum  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32982

\bibitem{asee_peer_32982}
  Chandramouli, M., \& Hixon, E. (2019, June), \emph{Integrating Active/Collaborative Learning in Computer-Centered Course Curriculum}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32982

Magesh Chandramouli and Emily Hixon.  "Integrating Active/Collaborative Learning in Computer-Centered Course Curriculum".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32982 Internet.  25 Apr, 2024

\bibitem{asee_peer_32982}
  Magesh Chandramouli and Emily Hixon.
  "Integrating Active/Collaborative Learning in Computer-Centered Course Curriculum".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32982 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_32982
author = "Magesh Chandramouli and Emily Hixon"
title = "Integrating Active/Collaborative Learning in Computer-Centered Course Curriculum"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32982}
number = {10.18260/1-2--32982}
}

TY  - CPAPER
AB  - Despite the numerous advantages of using computers in education, a predominantly 'computer-centered pedagogy' can also create issues including students' inability to work in teams and engaged in other active learning practices that can be used in courses with relatively lesser emphasis on computer-centered delivery. students some key challenges such experience issues including shortcoming in team-based projects courses with active learning and team-based activities that help maximize learning outcomes 
Based on the data compiled and analyzed from final exam and quiz results from the courses that I have taught (past 4 years), one critical observation was made: CGT (Computer Graphics Technology) students, especially sophomores and juniors, struggle with the numerous technical concepts and the associated jargon. This affects their performance in a three-fold manner:
1.	The difficulty with understanding the technical graphics concepts and jargon affects the students’ course grades and performance in advanced CGT courses (leads to retention issues)
2.	This also critically affects their career prospects as in the CG industry (initially with the job search and later performing well in the job), as the production pipeline is technical in nature
3.   The reluctance and at times, inability to work in a team-based setting which is frequently in required in the graphics industry.
This is clearly evident from the observation made in the higher level courses directly related to the above courses (which serve as pre-requisites to the above courses). Hence, there is an imminent need to address this issue and to overcome the challenges faced by CGT students. This will help with the following:
-	Enhanced Course Performance and Mastery of materials
-	Increased Graduation success rates and Retention 
-	Career Success and enhanced on-job performance
This paper explains in detail, the creative arrangements of tactile and visual as well as hybrid methods involving AL/PBL for enhanced critical-thinking skills. The design and implementation of the course modules with the ultimate goals of serving the instruction, training, and dissemination process.
AU  - Magesh Chandramouli
AU  - Emily Hixon
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Integrating Active/Collaborative Learning in Computer-Centered Course Curriculum
UR  - https://peer.asee.org/32982
DO  - 10.18260/1-2--32982
ER  -