EAGER: The Experience of a Small College, at a Large Scale

加州大学圣地亚哥分校的这个项目将为大型研究型大学的计算机科学课程开发一个模型，该模型将结合小型机构的MOOC和高接触课程的课程。 该项目团队将使用讲座，导师，助教（TA），翻转课堂，并在大班设置同伴指导的组合。 我们的目标是确定这种方法是否会导致在大班大机构设置的高接触小班方法的好处，在性能和保留的同时改善。该项目将包括在一个大型的单一讲师课程中创建微类。 将通过教学助理和辅导员的参与促进微型班，同时也利用以前的同伴教学经验。 大型课程将由一名首席讲师授课，而每个微型课程将包括15 - 25名学生，并有一名专门的助教和几名专门的本科生导师。 当学生参加课程讲座时，他们将被分组在他们的微课堂中，然后在微课堂分组中进行较小的讨论。 在这些讨论环节中，学生将进行互动练习、挑战性问题以及课堂内容的延伸。 此外，学生将收到广泛的个性化反馈，他们的任务，由导师提供，很像反馈通常由学生在小班小校收到。 项目评价将包括研究学生态度、助教和辅导员态度、学生考试成绩、课程成果，如不及格率和辍学率、妇女和代表人数不足的少数民族学生的保留率以及以后各班的成绩。 该项目将由本科教育部通过IUSE计划资助。

This project, at the University of California-San Diego, will develop a model for computer science classes at large research universities that incorporates lessons from both MOOCs and high-touch classes at small institutions. The project team will use a combination of lecture, tutors, teaching assistants (TAs), flipped classroom, and peer instruction within the large class setting. The goal is to determine if this approach will lead to the benefits of the high-touch small class approach within the large class large institution setting, with concomitant improvement in performance and retention.The project will include the creation of micro-classes within a large single-instructor course. The micro-classes will be facilitated through the involvement of teaching assistants and tutors, while also leveraging prior experience with peer instruction. The large course will be taught by a single lead instructor, while each micro-class will include 15-25 students and have a dedicated teaching assistant and several dedicated undergraduate tutors. Students will be grouped in their micro-classes when they attend the course lectures, and then have smaller discussion sessions within the micro-class grouping. During these discussion sessions, student will work on interactive exercises, challenge problems, and extensions of the material covered in lecture. In addition, students will receive extensive personalized feedback on their assignments, provided by the tutors, much like the feedback typically received by students in small classes at small colleges. Project evaluation will include study of student attitudes, TA and tutor attitudes, student performance on exams, course outcomes such as failure and drop rates, retention of women and underrepresented minority students, and performance in subsequent classes. This project will be funded by the Division of Undergraduate Education through the IUSE program.