It is not easy to give a sense of Computing being used to help others during some of the earlier topics such as base numbers and logic, but the inclusion of two lectures on big data allowed for the presentation of case studies showing Computer Science in action, such as helping to prevent influenza outbreaks and combat online extremism. Results
A repeated theme in the literature surrounding female Computer Science students is that classes should strive to include a greater emphasis on collaboration and helping others. With this in mind, the 2019 / 20 academic year will see the introduction of a Foundation Year Computer Science module based around collaborative design under the instruction of a client. Summary and Future Work
References
It is not easy to give a sense of Computing being used to help others during some of the earlier topics such as base numbers and logic, but the inclusion of two lectures on big data allowed for the presentation of case studies showing Computer Science in action, such as helping to prevent influenza outbreaks and combat online extremism. Results
Tables 2, 3 and 4 show how the mean mark for each assessment changed, and in each case there is a clear improvement. Indeed, in all but one case, the increase was equivalent to one or even two grade boundaries. Table 5, meanwhile, demonstrates the significance of these changes, with particularly low P values seen for the Range of Hardware and Software Tasks and Program Design assignment. It should also be noted that this change comes in the face of rapidly increasing Foundation Year student numbers and decreasing UCAS tariffs( 88 UCAS points in 2015 compared to 64 UCAS points in 2018). Collectively, the data show that the changes to the module improved student learning quantitatively.
Given some of the negative student feedback that the programming side of the module had previously received, it should be noted that in the last two academic years, not a single respondent has selected the‘ dissatisfied’ or‘ totally dissatisfied’ options for any part of the module2.
This critical reflection examined FYO-00096 and identified some positive aspects a number of areas for improvement. It was then shown how these areas were remodelled while the positive aspects were retained. A brief look at the module results showed that these changes made a significant difference to student performance in the face of increasing cohort sizes with lower entry requirements.
Despite this, there is still room to continue developing the module. One interesting possibility would be to take a flipped classroom approach to the programming labs( Lage, Platt and Treglia, 2000). By studying the lecture notes at home, the students would maximise the time spent applying them in the labs. For the theory side, further resources will be developed for learning outside of lectures. While recent research indicates that conventional lecture capture may have a detrimental effect on studies( Edwards and Clinton, 2019; Lyon, 2018), five minute video summaries of the key points from lectures should provide support without discouraging attendance. Conventional problem sheets will be replaced with homework, focusing problem classes on troubleshooting.
A repeated theme in the literature surrounding female Computer Science students is that classes should strive to include a greater emphasis on collaboration and helping others. With this in mind, the 2019 / 20 academic year will see the introduction of a Foundation Year Computer Science module based around collaborative design under the instruction of a client. Summary and Future Work
References
Beyer, S., 2017. Women in Computer Science: Deterrents. In: Laplante, P. A. Encyclopedia of Computer Science and Technology Volume II. 2nd ed. Boca Raton: CRC Press. Boca Raton. Beyer, S., Rynes, K. and Haller, S., 2004. Deterrents to women taking computer science courses. IEEE Technology and Society Magazine, 23( 1), pp. 21 – 28. ISSN: 0278-0097. https:// doi. org / 10.1109 / MTAS. 2004.1273468.
Beyer, S., Rynes, K., Perrault, J., Hay, K. and Haller, S., 2003. Gender Differences in Computer Science Students. In: Proceedings of the 34th SIGCSE Technical Symposium on Computer Science Education. SIGCSE’ 03. Reno, Navada, USA: ACM, pp. 49 – 53. ISBN: 1-58113-648-X.
Biggs, J., 1996. Enhancing teaching through constructive alignment. Higher Education, 32( 3), pp. 347 – 364. ISSN: 1573-174X.
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