New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Computing & Information Technology
Challenge based learning/instruction (CBI) has been championed as an effective methodology to engage students in their own learning process, allowing them to bring real-life problems and projects that need to be solved. As The New Media Consortium eloquently puts it, " It [Challenge-based learning] calls for a new way of thinking about the role of the teacher, one in which he or she had to be comfortable as the students struggled and wrestled with a meaningful challenge, letting them choose their own path to understanding." The approach is even more challenging to implement in the SMT (Science, Mathematics, and Technology) fields at minority-serving institutions. To overcome these challenges, the author who is a Computer Science faculty with over twenty years industrial and academic experience in Computer Graphics and Imaging, was chosen to attend a set of extensive workshops, sponsored by the NSF (National Science Foundation), on how to effectively prepare course material and implement the learning method in strategically selected portions of any adopted course. Our paper describes in detail our efforts to implement Challenge based learning in the Computer Science curriculum in general, and Computer Graphics (CG) and Software Engineering (SWE) in particular. The effort is part of an NSF grant awarded to UT-Pan Am and UT Brownsville (both are now part of the newly merged university of UT-RGV). The CG/SWE courses were selected because of the initial high number of students’ enrollment in the class but the low retention rate by the class’s end. The paper will document/detail the efforts that have been taken in specific areas of the newly implemented courses. These include: 1. The process of identifying course major module objectives and module sub-objectives: In particular, those that are relevant to CBI implementation. 2. Identifying expected difficulties: What are the difficulties that students face when taking the course. 3. Real-world contexts: Why is the course an important part of the CS curriculum, and where can you find its applications. 4. Model of knowledge: What is the conceptual model for the course, including prerequisites, course dependencies, and course level. What concepts and techniques should be considered enduring understanding or important to do and know, or just worth being familiar with. 5. Assessment of learning: How do you change the traditional testing and assessment methods to make sure they include formative assessment (individual and group, in class and outside the class homework) as well as summative assessment. Data analysis and conclusions from the pilot project has been made public to benefit other faculty in CS and other SMT fields nationwide. Keywords Challenge based learning/instruction (CBI), Interdisciplinary Studies, Engineering, Computational Science, Computer Graphics, Software Engineering. SMT (Science, Mathematics, and Technology) fields at minority-serving institutions.
Quweider, M. K., & Khan, F. (2016, June), Implementing a Challenge-Based Approach to Teaching Selected Courses in CS and Computational Sciences Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25589
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