This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.
This paper addresses two main problems in two different domains by integrating them into one interdisciplinary project. Software engineering graduates lack the necessary skills and experience required by employers to address real-world problems. Students enrolled in organic chemistry course often struggle with the content due to its visual nature and its requirement for several learning skills (visual, logical, mechanical). To address these two seemingly non-related educational issues, the investigators in this project have devised a "business" relationship between the students in an upper-level software engineering course and the students in an organic chemistry course. The software engineering students have been "hired" to design and develop a mobile application to help tutor and teach the organic chemistry concept of "functional groups" by involving multiple avenues of learning. By enabling this business relationship we attempt to provide the software engineering students with authentic experiences involved in developing software and to provide organic chemistry students with a tool that helps them learn fundamental concepts in organic chemistry.
In this paper we describe our initiative to incorporate research, professional practice and methodologies into two undergraduate software engineering courses. As part of the Undergraduate Research Experience (URE) initiative on our campus, we modified two of our core software engineering courses. In our Software Development II (junior level) and Software Development Project (senior level) courses we integrated research projects, corporate visits and research talks to develop a deeper understanding of software engineering research and practice amongst our students.
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