Redesigning Computer Engineering Gateway Courses Using a Novel Remediation Hierarchy

Abstract

Focusing on the quality of education, skills, and employability of our graduates in computingrelated fields, this work proposes a cost-effective approach to achieve these goals. The Evaluation and Proficiency Infrastructure, Curricula, and Services (EPICS) extends successful methods in other units on campus in an innovative way as synergistic combination of faculty, Graduate Teaching Assistants (GTAs), and educational technology using the Canvas Webcourses Learning Management System (LMS) already in use at our college. We integrate computer-based evaluation with a close-knit review and learning cycle based on directed and open tutoring to collectively form the Evaluation and Proficiency Center (EPC). Initial results have been encouraging, as students' test scores and survey results indicate a 43% reduction in D or F grades compared to a section of the same course with the same instructor, using conventional delivery, and overwhelmingly positive responses from students regarding the effectiveness of pedagogical strategies (i.e., Exemplar Vignettes, content tutoring), assessment models (i.e., electronically delivered quizzes, flexible scheduling, use of testing center), and tutoring strategies (i.e., self-paced, exam results review). In this manuscript, the EPICS process, as well as results collected from student performance and perceptions of the initial implementation, will be addressed.  engages students in an innovative flipped model to master skills outside of class using open resources,  enforces rigorous skill demonstration without aides using an electronically-based testing facility, and  enables scaffolding practices between students and more knowledgeable GTAs. IntroductionIn EPICS, student engagement is initially increased through the replacement of all homework assignments with detailed already solved Exemplar Vignettes on odd weeks, and corresponding electronic formative assessments during even weeks. Second, utilizing a flipped classroom model, learners are assessed at their preferred time within a one-week Evaluation Window in a EPICS uses a layered remediation hierarchy to resolve two fundamental hurdles to utilizing electronic evaluation within STEM curricula. First, a taxonomy of online assessment instruments facilitates design problems beyond rote multiple choice. Thus, problems with partial credit, which are isomorphic to pencil-and-paper based exams, become deliverable electronically. Meanwhile handwritten image files are retained for strengthening the learner's soft skills through one-on-one clarification with Content GTAs. Second, STEM learners require extensive guidance and student-specific coaching to hone their proficiency on subtle design aspects. A hierarchy of expertise facilitates these roles within a rapid feedback loop. A detailed financial cost model was developed which indicates that tutoring can be provided at no additional expense, by attaining a breakeven point between the grading hours avoided and the test proctoring hours required. This is shown to occur for a comb...

Analyzing the decline of student scores over time in self‐scheduled asynchronous exams

“…Computer-based exams have been proposed as a means of mitigating the tension between scale and excellence in assessment in engineering classes (DeMara et al, 2016;Shacham, 1998;Zilles et al, 2015). Such exams allow a broad range of questions (e.g., numeric, graphical, symbolic, programming, and drawing) to be autograded and to provide students with immediate feedback (Carrasquel, 1985;Rytkönen & Myyry, 2014;Shacham, 1998;West, Herman, & Zilles, 2015).…”

Efficacy and perceptions of assessment digitization within a large‐enrollment mechanical and aerospace engineering course

“…Trends of increasing enrollment, reduction in costs of PCs, and the success of computerized testing in other disciplines have been motivating its recent research in Engineering . For instance, the University of Utah and Brigham Young University (BYU) Testing Centers (TCs) recently provide computerized testing facilities for engineering and science programs using digitized assessments.…”

“…On the other hand, skill inventories in a study spanning 25 sections of college physics course showed that participation in asynchronous online CBA varied significantly based on the students’ ranking within the course . Thus to increase engagement and rapid remediation for all students uniformly, the testing assessment center‐based approach developed herein promulgates an integrated testing and tutoring methodology . The designated testing center used by the authors’ college has been successfully adapted to support a broad range of STEM programs .…”

“…Unfortunately, diligent efforts by the instructor and Graduate Teaching Assistants (GTAs) to realize accurate paper‐based assessments contribute negligible transferable progress towards those same tasks in subsequent semesters. The feasibility of digitized exams within engineering disciplines has received increasing attention in recent years . Challenges for assessment digitization within engineering curricula include partial credit, solution composability/traceability via handwritten work, and assessment of problem solving aspects within the constraints of contemporary Learning Management Systems (LMSs) .…”

“…The feasibility of digitized exams within engineering disciplines has received increasing attention in recent years . Challenges for assessment digitization within engineering curricula include partial credit, solution composability/traceability via handwritten work, and assessment of problem solving aspects within the constraints of contemporary Learning Management Systems (LMSs) . Herein, lockdown proctored computer‐based testing was evaluated as an instructional technology to realize: Auto‐grading for formative and summative assessments, Secure self‐paced review of solutions by students, and A score clarification approach to rapid remediation utilizing a hierarchy of expertise from GTAs as tutors for routine concerns, with the instructor providing deeper guidance and follow‐up. …”