Table of Links Abstract and 1. Introduction 2 Literature Review 3 Approach 3.1 Problem Structure & Dynamic Scaffolding 3.2 Informal Assessment & Feedback 3.3 Pair Programming Dyad 3.4 Course Structure 4 Discussion 5 Conclusion 6 Acknowledgements and References 3.4 Course Structure The course we implemented our application of PSS for CS in CS1, CS2, and web programming courses, but this study is focused on the application to CS1. These courses followed the typical 3 credit hour format, 50 minute meetings 3 times per week. A similar format was used for each course. The first meeting for the week is a demonstration session. A new concept or topic is discussed and applied by the instructor. This typically means that the instructor solves a problem by writing a program and testing it. For example, for a CS1 course, a topic could be for-loops. The second meeting of the week is a PSS session. Students are presented a “ladder” of problems related to that week’s topic. At a minimum, they are expected to solve the first rung on the ‘ladder’ since all the problems are related to the topic. The third meeting is either a debrief of the recent PSS, another PSS, or both. The debrief consists of the instructor solving the “second rung” problem while explaining each step. This gives students who only solved the first problem an example of how to extend their knowledge and skill. For more advanced students, they have the opportunity to see an expert solve a problem in a way which is likely different from how they solved it. From week to week (and even from course to course), some problems are revisited but with new concepts and skills available. This gives an opportunity to see how the process and solution changes with the new material. In summary, the weekly structure of the course is demonstration, PSS, and finally debrief. PSS is a replacement for the traditional lecture-based pedagogy. Other aspects of the course such as assignments and exams are independent of the PSS. For our PSS adaptation, the same homework and exams were utilized. In the CS1 course, there are 10 homework assignments, an online textbooks with built-in reading and programming assignments, 2 midterms, and a final exam. This is the same structure of assignments and exams that was employed before the adoption of PSS. However, the problems presented in the PSS parallel the student’s homework assignments. The students’ experience with a type of problem proceeds as: demonstration, PSS, debrief, and finally homework assignment. The homework is done individually, however the students have the opportunity to learn from their instructor and peers before engaging with the problem on their own. Author:
(1) J. Walker Orr, Electrical Engineering and Computer Science, George Fox University, Newberg, OR, 97132, USA (jorr@georgefox.edu). This paper is available on arxiv under CC BY 4.0 DEED license. Table of Links Abstract and 1. Introduction Abstract and 1. Introduction 2 Literature Review 2 Literature Review 3 Approach 3 Approach 3.1 Problem Structure & Dynamic Scaffolding 3.1 Problem Structure & Dynamic Scaffolding 3.2 Informal Assessment & Feedback 3.2 Informal Assessment & Feedback 3.3 Pair Programming Dyad 3.3 Pair Programming Dyad 3.4 Course Structure 3.4 Course Structure 4 Discussion 4 Discussion 5 Conclusion 5 Conclusion 6 Acknowledgements and References 6 Acknowledgements and References 3.4 Course Structure The course we implemented our application of PSS for CS in CS1, CS2, and web programming courses, but this study is focused on the application to CS1. These courses followed the typical 3 credit hour format, 50 minute meetings 3 times per week. A similar format was used for each course. The first meeting for the week is a demonstration session. A new concept or topic is discussed and applied by the instructor. This typically means that the instructor solves a problem by writing a program and testing it. For example, for a CS1 course, a topic could be for-loops. The second meeting of the week is a PSS session. Students are presented a “ladder” of problems related to that week’s topic. At a minimum, they are expected to solve the first rung on the ‘ladder’ since all the problems are related to the topic. The third meeting is either a debrief of the recent PSS, another PSS, or both. The debrief consists of the instructor solving the “second rung” problem while explaining each step. This gives students who only solved the first problem an example of how to extend their knowledge and skill. For more advanced students, they have the opportunity to see an expert solve a problem in a way which is likely different from how they solved it. From week to week (and even from course to course), some problems are revisited but with new concepts and skills available. This gives an opportunity to see how the process and solution changes with the new material. In summary, the weekly structure of the course is demonstration, PSS, and finally debrief. PSS is a replacement for the traditional lecture-based pedagogy. Other aspects of the course such as assignments and exams are independent of the PSS. For our PSS adaptation, the same homework and exams were utilized. In the CS1 course, there are 10 homework assignments, an online textbooks with built-in reading and programming assignments, 2 midterms, and a final exam. This is the same structure of assignments and exams that was employed before the adoption of PSS. However, the problems presented in the PSS parallel the student’s homework assignments. The students’ experience with a type of problem proceeds as: demonstration, PSS, debrief, and finally homework assignment. The homework is done individually, however the students have the opportunity to learn from their instructor and peers before engaging with the problem on their own. Author: (1) J. Walker Orr, Electrical Engineering and Computer Science, George Fox University, Newberg, OR, 97132, USA (jorr@georgefox.edu). Author: Author: (1) J. Walker Orr, Electrical Engineering and Computer Science, George Fox University, Newberg, OR, 97132, USA (jorr@georgefox.edu). This paper is available on arxiv under CC BY 4.0 DEED license. This paper is available on arxiv under CC BY 4.0 DEED license. available on arxiv available on arxiv

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Effective Course Structure for Computer Science Education

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