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Creating Guided Study Exercises for a Flipped Database Course

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2019 ASEE Annual Conference & Exposition


Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Curriculum and Assessment I

Tagged Division

Computing and Information Technology

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Paper Authors


Karen C. Davis Miami University

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Karen C. Davis is an Associate Professor in the Department of Computer Science and Software Engineering at Miami University. Her research interests include database design, query processing and optimization, data warehousing, and computing education. She has published more than 50 papers, most of which are co-authored with her students. She has advised over 100 senior design project students and more than 40 MS/PhD theses/projects in the area of database systems. She was awarded the ASEE Sharon Keillor Award for Women in Engineering Education in 2016. Dr. Davis received a B.S. degree in Computer Science from Loyola University, New Orleans in 1985 and an M.S. and Ph.D. in Computer Science from the University of Louisiana, Lafayette in 1987 and 1990, respectively.

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There is a preponderance of evidence that active learning is a successful way to engage students and increase achievement of learning outcomes, however, there are many challenges associated with implementing active learning. One concern is that it takes too much class time and not enough material can be covered during the term if lecture time is sacrificed to in-class activities. To address this, many instructors have turned to flipping their classes, that is, having students devote their solo study time to preparing for class, while group time is devoted to active learning. The individual student preparation can be accomplished through watching video lectures or reading a text, for example. But the big question here is: will students actually follow through and do the preparation?

The focus of this paper is on experiences flipping an introductory database class. In particular, what are the best practices for holding students accountable for preparing for class? The author has employed online reading quizzes as well as guided study assignments. Examples of assignments as well as multiple measures of student perceptions of learning are presented.

Davis, K. C. (2019, June), Creating Guided Study Exercises for a Flipped Database Course Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32560

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