Using Common Problem Sets to Increase Student Engagement and Retention in CS2
Using Common Problem Sets to Increase Student Engagement and Retention in CS2
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使用常见问题集提高学生在 CS2 中的参与度和保留率
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Elena Braynova
中科院分区：
文献类型：
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作者：
Aparna Mahadev;Elena Braynova
数据结构是我们课程核心课程中最具挑战性的课程之一。对我们的学生来说，它的学习曲线最陡，留存率最低。我们在数据结构教学中面临的一个持续存在的问题是找到时间和一种机制来涵盖理解课程重要方面所必需的数学概念。作者在几年的时间里用各种方法解决了这一挑战，包括：重组离散数学I（MA 220）和离散数学II（MA 290）;重新安排课程主题的覆盖范围，改变预修课程，改变学分，要求学生每周提交博客，开发MA 220和CS242中使用的常见问题集，并提供同伴辅助学习课程。在这张海报中，我们分享了我们的综合教学方法，以及我们多年来尝试的各种方法的优点和缺点。我们分享我们开发的学生调查结果，以评估我们在两门课程中使用常见问题集的最新方法。调查结果表明，通过使用共同的问题集，学生有机会不仅在这两门课程之间建立联系，而且在课堂上学到的东西如何适应更广泛的学习范围之间建立联系。
Data Structures ranks as one of the most challenging courses in our program core curriculum. It has the steepest learning curve for our students, and the lowest retention rate. A persistent problem we face in teaching data structures is finding time and a mechanism to cover the mathematical concepts that are necessary for understanding the important aspects of the course. The authors addressed the challenge with various approaches over several years including: reorganization of the discrete mathematics I (MA220) and discrete mathematics II (MA290); reordering coverage of topics in courses, changing pre-requisites, changing credit hours, requiring students to submit weekly blogs, developing common problem sets to be used in both the MA220 and CS242, and providing peer-assisted learning sessions. In this poster presentation, we share our integrated pedagogical approach, and the benefits and shortcomings of various approaches we tried over the years. We share the results of a student survey we developed to assess our latest approach of using common problem sets in both courses. The survey results show that by using common problem sets, students had the opportunity to make connections not only between these two courses, but also between how what is being learned in the classroom fits into a broader scope of learning.