Course Portfolio FINAL

8/9/2019 Course Portfolio FINAL

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CS 142

OOP ICourse Portfolio

by

Richard A. HoaglandCS/CIS Professor

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Preface

#hat is a course $ortfolio%

A course $ortfolio &can hel$ faculty in'estigate and docu(ent )hat they *no)and do as teachers in )ays that )ill contribute to (ore $o)erful student learning+,Hutchings- P. ,10. he course $ortfolio Ho) faculty can e3a(ine their teaching toad'ance $ractice and i($ro'e student learning.0

he $ur$ose of the course $ortfolio is in re'ealing ho) teaching $ractice andstudent $erfor(ance are connected )ith each other ,5ernstein- 6. ,10. he course$ortfolio Ho) faculty can e3a(ine their teaching to ad'ance $ractice and i($ro'estudent learning.0

he course $ortfolio is a scholarly in'estigation into student learning usinge'idence a teacher gathers about students7 learning. his e'idence can be in the for(

of classroo( assess(ent tools- sa($les of student )or* ,ho(e)or*- tests- and labs0and $eer re'ie). he end result is not only an analysis of student learning but anintros$ecti'e and (eta8cogniti'e o$$ortunity to analy9e the art of teaching.

:# 6isci$linary Co((ons $ro;ect ,enenberg- 2!!ach $artici$ant in the $ro;ect )ill construct a course $ortfolio for a course that

they teach that is on the $ath for a baccalaureate degree in a Co($uter Science$rogra(.

he course $ortfolio- )ell *no)n as a (ethod for ad'ancing teaching $racticeand i($ro'ing student learning is a set of docu(ents that &focuses on the unfolding of asingle course- fro( conce$tion to results+ ,Hutchings- P. ,10. he course $ortfolioHo) faculty can e3a(ine their teaching to ad'ance $ractice and i($ro'e studentlearning.0

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http://depts.washington.edu/comgrndhttp://depts.washington.edu/comgrnd


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Course $ortfolios ty$ically include learning ob;ecti'es- course content andstructure- a rationale for ho) this course design (eets its ob;ecti'es- and the course7srole in a larger degree $rogra(. I($ortantly- the $ortfolio also includes e'aluations ofstudent )or* throughout the ter(- indicating the e3tent to )hich students are (eetingcourse ob;ecti'es- their feelings about the course and their o)n learning- and an

analysis fro( both the teacher7s and students7 'ie)$oint regarding the ty$e and =uantityof for(ati'e e'aluation ,correcti'e feedbac*0 they are recei'ing.

he Disciplinary Commons is a $ro;ect funded by the #ashington State 5oard ofCo((unity and echnical Colleges and the :ni'ersity of #ashington- aco(a.

he leader for this $ro;ect and )or*sho$ facilitator is osh enenberg- AssociateProfessor and :ndergraduate Coordinator in Co($uting and Soft)are Syste(s at the:ni'ersity of #ashington- aco(a?s Institute of echnology.

>ach $artici$ant is $ro'ided a one8course release ,< credits0 during one

acade(ic =uarter in e3change for $artici$ating in the year long $ortfolio $ro;ect. he$artici$ant7s school is rei(bursed for the cost of hiring an ad;unct faculty (e(ber toteach the course that the $artici$ant is released fro(.

Benefits of participating• Professional development @ ost faculty creating course $ortfolios state that

the critical reflection in'ol'ed in $ortfolio construction results in significant andlasting changes to the course and to their o)n subse=uent teaching.

• Community development 8 Although a culture of $eer re'ie) and discourse isco((on )ithin research co((unities it is rare a(ong teachers as teaching (ostoften ha$$ens in isolation. As )e docu(ent our o)n )or* and re'ie) each

other?s- )e o'erco(e insularity and li(ited breadth of 'ie) and are able toidentify *no)ledge and best $ractices- )hich can be de'elo$ed and shared asco((unity resources.

• Documentation of practice 8 In a course $ortfolio- $artici$ants )ill ha'e a$ersistent- $eer8re'ie)ed- docu(ented deli'erable that can be shared )ithothers both inside of- and e3ternal to- their ho(e institution.

Educational Community Benefithe Disciplinary Commons )ill act as a re$ository and archi'e for course

$ortfolios in co($uter science at the t)o8 and four8year le'el and $ro'ide a 'aluableresource for educators. In addition- it )ill chart the de'elo$(ent of &)hat is+ a course

$ortfolio o'er ti(e.

Summary A course $ortfolio is beneficial because

1. Portfolios $ro'ide docu(ented e'idence of teaching that is connected to thes$ecifics and conte3ts of )hat is being taught.

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2. hey go beyond e3clusi'e reliance on student ratings because they include arange of e'idence fro( a 'ariety of sources such as syllabi- sa($les ofstudent )or*- self8reflections- re$orts on classroo( research- and facultyde'elo$(ent efforts.

B. In the $rocess of selecting and organi9ing their $ortfolio (aterial- faculty thin*

hard about their teaching- a $ractice )hich is li*ely to lead to i($ro'e(ent in$ractice.4. In deciding )hat should go into a $ortfolio and ho) it should be e'aluated-

institutions necessarily (ust address the =uestion of )hat is effecti'eteaching and )hat standards should dri'e ca($us teaching $ractices.

dgerton- R.- Hutchings- P.- Duinlan- E. ,110. he teaching $ortfolioCa$turing the scholarshi$ in teaching.0

References / Resources

he Course Portfolio @ Ho) Faculty Can >3a(ine heir eaching to Ad'ance Practiceand I($ro'e Student Gearning by Pat Hutchings- 1- Stylus- GGCIS5 18 ,no IS50

Classroo( Assess(ent echni=ues @ A Handboo* for College eachers 2nd edition by

ho(as A. Angelo and E. Patricia Cross- 1B- $ublished by ossey85ass ,#ileyCo($any0- IS5 18Gee Shul(an- &Course Anato(y+- in The Course Portfolio- Pat Hutchings ,ed.0- AAH>-1 htt$//front$age.u)su$er.edu/scholars/SchulCA.$df

Indiana :ni'ersity7s Course Portfolio Initiati'e-htt$//))).indiana.edu/Jdeanfac/$ortfolio/

Peer Re'ie) of eaching Pro;ect- :ni'ersity of ebras*a- Gincolnhtt$//))).unl.edu/$eerre'/

Creating a 6isci$linary Co((ons in Co($uting >ducation ,:ni'ersity of Eent atCanterbury- :E0 htt$//))).cs.*ent.ac.u*/$eo$le/staff/saf/dc/

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http://www.psychologicalscience.org/observer/0401/tips.htmlhttp://frontpage.uwsuper.edu/scholars/SchulCA.pdfhttp://www.indiana.edu/~deanfac/portfolio/http://www.unl.edu/peerrev/http://www.cs.kent.ac.uk/people/staff/saf/dc/http://www.psychologicalscience.org/observer/0401/tips.htmlhttp://frontpage.uwsuper.edu/scholars/SchulCA.pdfhttp://www.indiana.edu/~deanfac/portfolio/http://www.unl.edu/peerrev/http://www.cs.kent.ac.uk/people/staff/saf/dc/


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able of Contents• #hy this course% ,$age " 0

• y $ersonal goals ,$age 0

• y ob;ecti'es ,$ages 8110

• Course $ortfolio ,$ages 128440Ho) the course fits into degree $rogra(,s0%

#ho are our students%

#hat constraints do )e o$erate under%

Course content

eaching (ethods

Philoso$hy of teaching

>'idence of student learning

Assess(ent

Student consent for( ,hu(an research0

Su((ary

• A$$endi3 ,$ages 4


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#hy this course%

I chose the Co($uter Science course CS 142- &Ob;ect Oriented Progra((ing I+-for se'eral reasons.

First- this course )as de'elo$ed by (e as $art of a :#8CC Fello)shi$Progra( )ith the Institute of echnology at the :ni'ersity of #ashington- aco(a in2!!4. he $ur$ose of the Fello)shi$ )as to create a &transferable+ course for ourstudents see*ing to $ursue a baccalaureate degree in Co($uter Science at :# afterco($leting their t)o8year A.S. ,Associate of Science0 transfer degree.

Second- this course has beco(e our de$art(ent7s introductory course to ob;ect8oriented $rogra((ing ,OOP0. It is a re=uired course for the A..A ,Associate ofechnical Arts0 in Progra((ing and for the A.S. transfer students. his course isrelati'ely ne) to our $rogra( ,re$lacing the C/CQQ language )ith a'a0 and is still in the$rocess of re'ision. he Association for Co($uting achinery ,AC0 $ro'ides a

national guideline for course ob;ecti'es ho)e'er- there is )ithin the educationalco((unity a lot of debate on the $rogra((ing language- $edagogy- tools anda$$roaches that are the (ost effecti'e for this course.

Gastly- the (a;ority of the commons7 $artici$ants ha'e chosen this course for their $ortfolios. his affords the best a'enue therefore to collaborate )ith (y fello)$rofessors.

he $artici$ants and their affiliations• osh enenberg- :# aco(a• anet Ash- Mreen Ri'er CC

• 6onald Chinn- :# aco(a• Ra'i Mandha(- 5elle'ue CC• ichael Melotte- 5elle'ue CC• Gaurie ur$hy- Pacific Gutheran :ni'ersity• 5rad Richards- :ni'ersity of Puget Sound• ohn Staneff- Pierce CC ,Fort Steilacoo(0• Phyllis o$ha(- Shoreline CC• effrey #eiss- Pierce CC ,Puyallu$0

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y $ersonal goals

y $ri(ary goals for the $ortfolio are to docu(ent (y teaching $rocess and toencourage (yself to $ay closer attention to )hat and ho) )ell (y students learn.

:nfortunately- it is too often the case in the co($uter science disci$line that the&$re$aration to teach+ is all consu(ing In other )ords- *ee$ing u$ )ith the $ace ofchange ,in soft)are- languages- te3tboo*s- etc.0 )ithin the co($uter field is such adaunting tas* that often all else falls by the )ayside. It is critical to ste$ bac* once in a)hile and e3a(ine &ho) to be a better teacher+.

his self8reflection on teaching (a*es (e e3a(ine closely )hat ha$$ens in theclassroo( for any gi'en teaching session.

• #hat )ere (y goals for this teaching session%

• Ho) )as I trying to achie'e the(% #hat instructional strategies did I use%

• Ho) did I try to assess student understanding of this content% Ho)

satisfied a( I )ith their $rogress%

• #hat did I see (y students doing during class% #ere they attenti'e-

interacting- ta*ing notes- etc.%

• #hat *ey areas could be targeted for i($ro'e(ent%

• #hat can I do to i($ro'e the teaching of this content/class%

his self8reflection can lead to ado$ting ne) teaching (ethodologies li*e theSocratic (ethod- 6irect eaching ,also *no)n as 6irect Instruction0 and/or utili9ingClassroo( Assess(ent echni=ues ,CAs0 such as inute $a$ers- uddiest Point-Pace- and A Content- For(- and Function Outline feedbac* for(s.

A secondary goal is to ha'e a chance to interact )ith fello) $rofessors atdifferent institutions in (y field.

his $eer re'ie) of teaching can $ro'ide (any benefits

• It hel$s to ensure =uality in teaching.

• he $rocess is collegial and su$$orti'e- and should lead to i($ro'ed

teaching $ractices.

• It facilitates the disse(ination and sharing of e3$ertise concerning

teaching and learning )ithin the disci$line.

• It increases o$$ortunities for scholarly and collegial discussion about

teaching.

I find the idea of intros$ecti'e learning- e($hasis on teaching and learning=uality- and $eer su$$ort to be of ut(ost i($ortance.

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y ob;ecti'es

he course $ortfolio )ill $ro'ide (e an o$$ortunity to benefit fro(

• O'erall curriculu( e'aluation

• An e3$loration of teaching

• Analysis of student outco(es

• Peer re'ie) of ho) the course is taught

he e'aluation of )here and ho) (y course fits into our o'erall curriculu( hasbeen an eye o$ener. It has hel$ed (e to see that (any of (y $ercei'ed failures inhel$ing students succeed in the class are outside of (y control and reflect an i($ortantneed in our de$art(ent to re8e'aluate our curriculu(. Issues li*e $rere=uisites- courseflo)- student $re$aration- and retention su$$ort all $lay a role in the success that ateacher has in the classroo(.

he (onthly )or*sho$s I ha'e attended as $art of this Project ha'e been 'eryenriching. he to$ics and su$$orting (aterials $ro'ided ha'e been e3cellent. he abilityto discuss the (aterials )ith (y fello) $artici$ants has been in'aluable. See A$$endi3K1 for Sessions O'er'ie) )eb $age.

he e3$loration of teaching has been one of the (ore re)arding as$ects of thisProject . I ha'e had a chance to 'alidate )ith (y $eers the 'alue of changes that I hadalready started to incor$orate into the classroo( li*e Curriculu( Assess(ent ools,CAs0 and listing learning outco(es $er assign(ent and lab e3ercise. In addition- Iadded ne) ideas li*e ho(e)or* feedbac* ,&heMoodhe5adAndhe:gly+0 afterdiscussions at our grou$ (eetings.

his Project has really challenged (e to analy9e student outco(es in a (ore$rofound )ay. I had a feeling that the students )ere learning )hat I e3$ected the( to-but did not ha'e actual &data+ to necessarily su$$ort that. I still find it difficult to sho) theconnection bet)een the course ob;ecti'es and student outco(es ,e'en harder for thosecourse ob;ecti'es that are not e3$licitly stated but are i($licit )ithin (y $hiloso$hy ofteaching0.

A $eer re'ie) )as conducted by a fello) Portfolio Co((ons $artici$ant usingthe classroo( obser'ation for( de'elo$ed by the Center for Instructional 6e'elo$(entand Research ,CI6R0. See A$$endi3 K2 for the bulletin and obser'ation notes for(.

I found this $eer re'ie) to be (ore 'aluable than $re'ious re'ie)s I ha'eundergone. he (a;or difference )as that the other re'ie)s )ere $art of (y initialtenure $rocess or $art of (y continuing $ost8tenure e'aluation and therefore had a(ore &threatening+ feel to the(Tthat I )as being obser'ed not for the sa*e of (ybeco(ing a better teacher but to ;udge (e.

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Instead- I 'ie)ed it as an o$$ortunity to get so(e 'aluable feedbac* to hel$ (ebe the best I can $ossibly be. he obser'ation for( used ,fro( CI6R0 )as (uch (oreinteracti'e and inclusi'e than the one currently in use at (y institution. Here7s a re'ie)done by another Co((ons $artici$ant

Classroom Observation Notes

Pre-Observation Notes:

Instructor: _____Richard Hoagland__________________________________

Observer: ______John Staneff__________________________________

Time and Place: 22!eb2""#

for the observation: _____SPS$$ %ldg& '( Room )"* at )":""am______________for the +remeeting to discuss the observation: ____ SPS$$ %ldg& '( Room )2' at ,:'"am ____

$lassroom environment:

• -ach student has o.n .or/station 0a++ro1 2 such in room3&

• 4bout )" students in class5 ma6be ( female&

• Overhead +ro7ector to a corner .ith full access to .ide .hiteboard& Pro7ected image +lainl6 visible in normal

lightson environment&

Instructor8s goals for the class being observed:

• Introduce ne. to+ic 9inner classes

• Revie. 9to+level class ; multi+le class definitions in one file

• to+ic .as interesting to the students& There .ere

suggestions and hints that could lead some students to do more research and otherstudents to be frustrated that something .as not covered&

• Examples resources helpful to the students

Students .ere eager to get the handout and to locate .hat .as on the shared drive&

Observation Notes:

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time

)":""am

thru

)":?"am

observations

Some observations time inde+endent

2nd observing instructor .ell /no.n to students5

some earl6 distracting conversation&

4 +air of 9girls .ould fill in the em+t6 s+ace

.henever Richard didn@t tal/ A that fell a.a6 after

about 2" minutes A There .ere severalconversations at the start of class& Richard gained

control .ithout raising his voice&

4bout )" students&

House/ee+ing session u+ front5 $4T at end5 +ie inthe middleB 04n Igloo is crunch6 on the outside5

che.6 in the middle A& >3

)":)2 $hec/+oint: 9Ho. are .e doingC

Richard as/ed a Duestion at one +oint and .aitedabout 2" seconds .ithout getting student res+onse&

Eh6C Students a++ear to be bright& 4re the6 sh60no35 is the material not getting throughC Food

+lace for the $4T to hel+ Richard see .hat .as

going on&

Gsed the screen to revie. 9su++lied Java codethat is available on the shared drive& Some students

to.ard the bac/ also had these +rograms dis+la6ed

on their monitors5 in order to see&

4 student as/ed about setting u+ classes for +la6ing

cards in a %lac/ Jac/ game and .as told that .as aDuestion sub7ect for the $IS 2? 0data structures3

class& !riendl65 but firm&

$overed the 9.h6 of an anon6mous class&

)":'#5 after tal/ing about .ishing he had 2 screens5Richard finall6 brought u+ t.o files in 2 se+arate

.indo.s to sho. a sideb6side com+arison&

Handouts .ere immediatel6 grabbed b6 students

and reade1amined&

Richard s+ent some time e1+laining the naming

conventions for the contents of the classesdirector65 sho.ing ho. inner classes a++ear in file

names&

im+ressions Duestions to as/

Im+ressions time inde+endent

$omfortable relationshi+ bet.een instructor and

students& ost students seem serious about the

sub7ect5 but .ith a good sense of humor and ane1citement to be in the class&

Food arrangement of classroom .ith +ro7ector screentuc/ed into corner allo.ing both the board and screen

to be used concurrentl6> +ro7ector bulb both bright

enough and in focus&

%ig monitors on tables ma/es the lo.er +art of the

board unusable for an6one be6ond the first ro.&a6be the lo.er ) ft of the board is sacrificed&

$lass +rogress is e1cellent& 4lread6 covered abstract

classes and interfaces5 no. loo/ing to.ard inner

classes5 and ma/ing distinctions among different

/inds& 4lso has covered the conce+t of a 9final class&

Some of the hand.riting is 9smallish from the bac/of the room5 but still clear& Students .ithout +ro+er

e6esight 0or corrective lenses3 .ill have a +roblem

.ith that&

Student coming in late 0)":'*3 disru+ted the class5 andthe general train of thought&

Time frame seems rushed to me5 but I@m used to a 2hr )" min format for this class& $onsidering

house/ee+ing and $4T5 the effective time is about ("

(? minutes&

Su++lies5 handouts5 .ere /e+t in the inclass cabinet&That cabinet is located in the front and .hen o+en5 itscontents are on dis+la6 to all& %ut +ulling handouts

from the cabinet seems a good .a6 to reduce carr6ing

things around&

4t one +oint a handout .as +rinted in the room&Richard reDuested no one else use the +rinter .hile he

+rinted the +ages& This seemed a 9normal thing that

the class might e1+ect from time to time&

Richard com+lained to the class that J%uilder .as

too slo.5 so 9.e@ll use note+ad&

Immediate Post-Observation !uestions

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Feneral uestions:

• Eas this a t6+ical classC

Ues- they )ere a little (ore =uiet than usual.

• Ehat .as 6our im+ression of ho. it .entC

OE. I reali9ed as I got into the lecture that there )as a lot of related to$ics that also needed tobe co'eredTti(e is al)ays an issue. his lecture )ill re=uire a follo)8u$ for those ite(s leftfu99y. he CA )ill hel$ (e $in those do)n.

• Ehat8s 6our im+ression of ho. .ell 6ou achieved 6our goals for the classC

For those ite(s I )as able to address directly- I felt successfully in e3$laining the to$ics.Secondary goals ,the related to$ics0 I a( less sure.

S+ecific uestions 0based on observation notes3:

•


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Ho) course fits into degree $rogra(%

he course CS 142 is a re=uired course for both the Co($uter Progra((ing A..A and A$$lied Science A.S. t)o8year degrees ,see A$$endi3 KB-40.

Co($uter Progra((ing A$$lication86es*to$ rac* AA

A$$lied Science :#- aco(a rac* AAS8#eb rac* AA

Associate Of Science 8 O$tion )o 6egree Re=uire(entsCo($uter SCI>C>

Co($uter Progra((ing < creditsCS 142 < credits

N< Credits Re=uired

he $rere=uisite for the course is stated as &CIS 1"! Introduction toProgra((ing and CIS 1" Progra((ing Gogic or AH 12! or instructor?s $er(ission+.he A..A. students (ust (eet the CIS $rere=uisite )hereas the A.S. students arefollo)ing the ath $rere=uisite. he &instructor7s $er(ission+ allo)s for an indi'iduale'aluation for those students )ith $rior degrees- )or*$lace e3$erience and other'erifiable $rior *no)ledge and s*ills.

he o'erall flo) of courses for the A..A and A.S. degrees are sho)n belo) ,notethat CIS 1"! uses the Lisual 5asic language0.

! S

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CIS 168

ProgrammingCIS 160

Intro!ction toPro rammin

CS 142

"#$ect%"riente Programming I

CIS 166

Programming/&is!al'asic

Course PortfolioCourse Portfolio

"MATH 120

irst%!arter pre%


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As can be seenfro( the $re'ious flo) diagra(-

there is currently a ;uncture ,after CIS 1"!0 )here the student (ay chose to continue onin Lisual 5asic ,CIS 1""- 2""0 or follo) the ob;ect8oriented $rogra((ing series ,CS142- 14B0 using the a'a language.

Also- note that A.S. o$tion II students can enter CS 142 directly fro( a first8=uarter $re8calculus class )ith absolutely no $rogra((ing or co($uter e3$erience.

he A..A students (ust ta*e all four courses ,142-14B-1""-2""0 and the order isnot s$ecified- students entering each of these courses can ha'e )idely 'aried le'els of$rogra((ing e3$erience )hile still (eeting the $rere=uisites. :nfortunately- this leadsto ad'ising $roble(s of &)hen+ to ta*e &)hat+ for those students.

he A.S. o$tion II transfer students are re=uired only to ta*e CS 142. hesestudents ty$ically ha'e a stronger bac*ground in (ath ,$rere=uisite of ath 12! Pre8calculus I0 )hich translates to su$erior $roble(8sol'ing s*ills but the students (ay lac*any &$rogra((ing e3$erience+ in dealing )ith language synta3- soft)are I6>s,Integrated 6e'elo$(ent >n'iron(ent0- ter(inology- etc.

Additionally- the $rere=uisites are not enforced. Students (ay sign u$ for thecourse regardless if they ha'e co($leted the stated $rere=uisite. I ha'e for se'eral=uarters had the 6i'ision secretary chec* student transcri$ts to see ho) (any ha'e(et the re=uired $rere=uisites. he results indicate any)here fro( B to " students $er=uarter do not (eet the $rere=uisites.

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CS 143

"#$ect%"riente Programming IICIS 266 *eveloping+pplications in &is!al'asic.N,-


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#ho are our students%

O'er the $ast three years- the CIS de$art(ent has conducted a sur'ey ofstudent $erce$tions each s$ring =uarter. A $ortion of the results of the latest sur'eya'ailable are sho)n belo).

"P#IN$ %&&' "*EN PE#CEPION "#+E, O# CI".

/. Ob0ective %. Pro1ram of study

$ertificate '# $ler/ Rece+tionist *

$hange of career '? $om+uter Let.or/ 4dministration ?(


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Here are three different res$onses fro( the student sur'eys of CS 1425ac*ground

I ha'e no e3$erience in co($uter $rogra((ing.I too* CIS 1"! in s$ring =uarter and CIS 1" in )inter Perl- PHP- 5asic- C/CQQ- a'a- a'aScri$t- ySDG )ith a

focus on )eb $rogra((ing.

he student res$onses to the &bac*ground+ =uestion often re'eal a )ide range of abilities that the students ha'e u$on entering this class. hat is any)here fro( 'ery littlee3$erience ,including not e'en (eeting the $rere=uisites0 to ha'ing had substantial$rior course)or*. his (i3 of audience $resents additional challenges in teaching thiscourse.

Here are four different res$onses regarding e3$ectations>3$ectations

o learn OOP

o get a basic understanding of $rogra((ing )ith a'a.Gearn so(ething ne). Ha'e fun.o $ass

he first t)o student res$onses to the &e3$ectations+ =uestion (atches )hat one)ould e3$ect the students to say and that is to learn )hat the course is all aboutTOOPand the a'a language. he last t)o res$onses $ro'ide an insight into student$erce$tions about learning ranging fro( &this )ill be easy and fun+ to &I ;ust )ant to getthrough this+.

Here are four different res$onses regarding career goals

Career Once I graduate then I )ould li*e to find ;ob in $rogra((ing.I )ant to be a co($uter $rogra((er- $referably for ga(es.Ho$efully get an internshi$ at icrosoft after I transfer to the :#.>ngineer88(y $recise $lan is still s*etchy $ast that ,Robotics-(echanical- or co($uter0.

he student res$onses to the &career $lans+ =uestion re'eals that so(e studentsare loo*ing for =uic* attainable goals such as a ;ob )hereas others recogni9e that they)ill be $ursuing further educational goals. For (any students their career goals )ill ta*econsiderable co((it(ent in (y courses and (any others.

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#hat constraints do )e o$erate under%

Since the &6ot8co( bust+ our school li*e so (any others has e3$erienced ashar$ decline in the nu(ber of students enrolling in our classes. he $erce$tion of a$oor ;ob (ar*et ,lac* of ;obs- co($etition fro( une($loyed dot8co(ers- and out8

sourcing to foreign (ar*ets0- and stig(atis(s li*e the )or* is for gee*s &only+ hasdrastically reduced student interest. Further insight into this issue can be found in thearticle titled &Interest in CS as a a;or 6ro$s A(ong Inco(ing Fresh(en+ by ay Legsoof the Co($uting Research Association. A screen shot of the first $art of the article isincluded in the A$$endi3K".

6ue to lo) enroll(ent it has been difficult to offer both a day and e'ening sectionfor our introductory courses. his e3acerbates the lo) enroll(ent as )e (ay be losing$otential students )ho are able to attend only during the day or night or need to finish)ithin a certain ti(e fra(e.

any of our students are inade=uately $re$ared for the rigors of our courses.his includes $oor reading and )riting s*ills- study habits- and ti(e (anage(ent s*ills.Ho)e'er- the (ost troubling deficiency is in their (ath and $roble(8sol'ing s*ills. he$rere=uisite for our CIS 1"! Introduction to Progra((ing and CIS 1" Progra((ingGogic courses is only AH !! ,5asic ath0 a belo) college8le'el (ath course, probably below high school level 0. he students in ath ! ha'e three (ore =uarters(ore of (ath before they reach the college le'el.

Prere=uisite chec*ing or bloc*ing is not enforced u$on registration and the$rere=uisites are so(eti(es o'erloo*ed due to lo) enroll(ent and scheduling$ressures. Lery fe) students are ad'ised to assess their inco(ing s*ills and $ersonality

ty$e for suitability to the career choices a'ailable in co($uters. he use of tools li*e theyers85riggs y$e Indicator ,5I0 for the assess(ent of $ersonality- the Co($uter8 Assisted Career Muidance Assess(ents ,$rogra(s li*e SIMI Plus NSyste( of Interacti'eMuidance and Infor(ation and 6isco'er Nre=uires users to ans)er a 'ariety of=uestions about interests- s*ills- and 'alues0 could hel$ ensure better student success.Locational rehabilitation students are so(eti(es sent to our $rogra( that are so farbelo) college le'el that they could not $ossibly finish )ith the ti(e8line and dollars$ro'ided by the $rogra(. he counselors often lac* an understanding about theintensity of co($uter $rogra((ing courses.

5udget constraints restrict our ability to $ro'ide ade=uate resources for student

retention. About 1/B of the students in $rogra((ing class either dro$ out or do notrecei'e a grade of C or better. Student retention could be i($ro'ed by $ro'iding tutoringser'ices si(ilar to the school7s already e3isting &ath Gab+ and &Accounting Gab+tutoring ser'ices ,a free dro$8in tutoring center for students ha'ing difficulty in their (athor accounting classes res$ecti'ely0 and the a'ailability of an Instructional Aide )ithin theclassroo( to assist )ith hands8on lab e3ercises and general co($uter issues students(ay ha'e during class sessions. his additional su$$ort is critical )hene'er course

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enroll(ent e3ceeds 1< students. It is not $ossible for the instructor to ade=uately hel$each student in the li(ited ti(e s$an of the class.

Gac* of funding also restricts the (ar*eting of our $rogra( and efforts to reachout to under8re$resented student $o$ulations such as )o(en and African8A(ericans.

y o)n $ersonal constraints are $robably so(e of the sa(e that other teachersface class si9e ,although less of an issue in recent ti(es0- hea'y teaching loads,nu(ber of different course $re$s0- inade=uate su$$ort- the uncertainty of scheduling-and bureaucratic hurdles. On to$ of (y teaching schedule- I7( e3$ected to *ee$ currentin (y field- de'elo$ ne) course)or* to (eet industry changes- deter(ine te3tboo*selections- assure hard)are/soft)are co($atibilities and functionality- $ro'ide studentad'ising- su$$ort de$art(ental needs such as course scheduling and budgeting- andco((ittee )or*.

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Syllabus ,course outline0

IG> Object%Oriented Programming & CO:RS> I6 CS '() CR>6IS *

R>D:IR>6 >W A6 A>RIAGS

e3t Introduction to a'a Progra((ing )ith 5uilder Brd edition by U. 6aniel GiangPearson/Prentice Hall 2!!4- IS5 !81B814B!481

Reco((ended he Ob;ect8Oriented hought Process by att #eisfeldSa(s $ublishing 2!!4- IS5 !"2B2"11"

aterials

• 6is*ettes and folder )ith hori9ontal $oc*ets for ho(e)or*

• One rea( of laser $rinter $a$er to be gi'en to instructor for class and lab use

CO:RS> F>A:R>S/POGICI>S

E$pectations

Acade(ic honesty 5reach of any of the categories ,cheating and $lagiaris(0 found inthe docu(ent tatement of !ca"emic #onesty (ay result in dis(issal fro( the collegeas outlined in the Co"e of tu"ent $ights an" $esponsibilities% A co$y of the docu(enton Acade(ic Honesty (ay be found on the SPSCC intranet. Eno)ledge of theinfor(ation contained in these docu(ents is the student7s res$onsibility.

Ho(e)or* Ho(e)or* (ay be done in the co($uter lab or else)here if the student hasaccess to 5uilder by 5orland ,6E 1.40. Ho(e)or* (ust be in a folder and (ust ha'ean assign(ent grade sheet- a dis*ette )ith the assign(ent $ro;ect files- and all $rinted(aterials re=uired by the assign(ent. Include only the current assign(ent in the folderand on your dis* ,I "o not wish to be responsible for selecting the files you mean tosubmit for evaluation& 0 A folder/dis* that contains (ore than the current assign(ent )illbe returned :MRA6>6. A dis* that contains a 'irus or is unreadable )ill result in nocredit gi'en for the assign(ent. Ho(e)or* )ill be graded using the Mrading Sheet thatis a'ailable on the R dri'e. Students in the sa(e class (ay )or* together as a grou$on a ho(e)or* assign(ent ,see Mrou$ #or*0. If t)o to four students )or* together toco($lete an assign(ent- only one folder should be handed in- )ith e'ery student7sna(e listed on the folder. All $arties need to acti'ely $artici$ate in co($leting theassign(ent.

Su$$ort Ser'ices A'ailable he hours for the Co($uter Gab are onday throughhursday !! a( to 1!!! $( Friday !! a( to


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Financial Aid+ Students recei'ing financial aid should AG#AUS chec* )ith Financial Aid$rior to )ithdra)ing- signing an inco($lete contract- changing to an audit- or recei'ingan F or L grade in a class.Class Participation/ttendance+ Attendance is u$ to you. Ho)e'er- you areres$onsible for finding out )hat you ha'e (issed before you co(e bac* to class.

Please do not atte($t to ta*e u$ class ti(e to catch u$. Office hours are for studentssee*ing clarification and greater understanding )ho ha'e listened attenti'ely toclassroo( $resentations and $artici$ated in classroo( acti'ities A6 )ho ha'e Os$ent class ti(e on the Internet- in chat8roo(s or co((unicating using e8(ail.

,issed E$ams and/or ssignments+ >ach ho(e)or* assign(ent has a due datelisted on the assign(ent sheet. A loss of t)o $oints $er day late )ill be assessed inaddition- no assign(ent )ill be acce$ted $ast one )ee* o'erdue ,see Mrading Policy0.Ho(e)or* (ust be turned in at the beginning of class on the due date or left at the labchec*out counter by the close of the lab on that day ,as* the Instructional ech to datesta($0. ests )ill co'er (aterial fro( the te3tboo*- ho(e)or* assign(ents- and

lectures. Duestions (ay be a co(bination of (ulti$le8choice- true/false- short ans)erand $roble( analysis. :ne3cused absence fro( the e3a( )ill result in a score of ! forthat e3a(. >3cused absences (ust be re=uested in ad'ance of the in8class e3a(.

>'aluation Ho(e)or* assign(ents ,0 2< $oints each ,1< total0Portfolio ,in8class Gabs0 B< $ointsests ,20 1!! $oints each ,2!! total0Final 1

,


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CO:RS> 6>SCRIPIO

Introduction to ob;ect oriented $rogra((ing )ith a'a. >ssentials of ob;ect8oriented$rogra((ing classes- ob;ects- inheritance- $oly(or$his(- and enca$sulation.Funda(ental as$ects of the a'a $rogra((ing language including ty$es- 'ariables-control structures- arrays and strings- strea(s- files and e3ce$tions. Prere=uisite CIS1"! Introduction to Progra((ing and CIS 1" Progra((ing Gogic or AH 12! orinstructor?s $er(ission.

COGG>M>8#I6> A5IGII>S

he Core Abilities for the Associate of echnical Arts degree in Co((unication-Co($utation- and Hu(an Relations as sho)n in the catalog ha'e been de'elo$ed 'ia#riting 1!1- CIS 21! or CO 1!"- CIS 1"- and SPCH 11< or CIS 1!. In addition-such co($etencies as using acti'e listening and critical thin*ing s*ills are a$$lied )ithinthe Co($uter Science course.

S:6> G>ARIM O:CO>S

Students )ill be able to A. Correctly a$$ly the synta3 of the a'a language5. 6e'elo$ and test $rogra(s using the a'a languageC. 6e(onstrate *no)ledge of ob;ect8oriented design6. >3$lain funda(ental ob;ect8oriented conce$ts- such as &ob;ect+- &class+-

&(ethod+- &enca$sulation+- &inheritance+- and &$oly(or$his(+>. A$$ly $ro$er design and docu(entation $rinci$les to the )riting of $rogra(s.

CO:RS> CO> A. Introduction to Ob;ects

1. 5asic Conce$ts

2. Abstraction and odelingB. Ob;ects and Classes4. Ob;ect Interactions


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Course Content

he annotations belo) describe (y decision $rocess in for(ulating the syllabusfor this course.

e3tboo* choicehe $ri(ary reason for the te3tboo* choice is its integration of the 5uilder

soft)are currently in use )ithin the classroo( and o$en labs. In addition- the te3tboo*has these =ualities

• he to$ic order see(s to basically be in line )ith the course outline

In order to sa'e students (oney the sa(e te3tboo* is used for CS 142and CS 14B. he Giang te3tboo* lends itself )ell to this a$$roach by ha'ingthe sections indicated belo). I chose to co'er Part 1 and 2 and so(e of Part4 ,e3ce$tions and dis* I/O0 in CS 142 and Part B and the re(aining sectionsof Part 4 in CS 14B.

Part 1 8 Funda(entals of Progra((ing• Introduction to a'a and 5uilder • Pri(iti'e 6ata y$es and O$erations• Control Structures• ethods• Arrays

Part 2 @ Ob;ect8Oriented Progra((ing• Ob;ects and Classes• Strings• Inheritance and Poly(or$his(• Abstract Classes and Interfaces• OO odeling

Part B @ M:I Progra((ing• Metting Started )ith M:I Progra((ing• >'ent86ri'en Progra((ing• Creating :ser Interfaces• A$$lets

Part 4 @ 6e'elo$ing Co($rehensi'e Pro;ects• >3ce$tions and Assertions• In$ut and Out$ut• a'a 6ata Structures• ultithreading

• he boo* has (any self8re'ie) e3ercises ,)ith ans)ers0 and so(e

$rogra((ing e3ercises at the end of each cha$ter.

• he boo* is =uite readable and see(s accessible to students. It has$lenty of &ote+- &Caution+ and &i$+ bo3es- code e3a($les- and a casestudy for each cha$ter.

Prere=uisiteshe CIS 1"! $rere=uisite reflects the fact that this course is not (eant to be their

'ery first $rogra((ing class ,although for A.S. o$tion II students this 'ery )ell (ay be

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their first courseTsee earlier discussion of curriculu( flo)0 but instead their first&ob;ect8oriented $rogra((ing course. A basic understanding of core $rogra((ingele(ents is e3$ected ,i.e.- 'ariables- if state(ents- loo$s- functions- and arrays0.

Ob;ecti'es and course content

he course ob;ecti'es and s$ecific course content reflects the &standard+ CS 1course as outlined by the AC ,see A$$endi3K0. I ha'e chosen to co'er the (aterial ina non8M:I or 'ery li(ited M:I ,Mra$hical :ser Interface0 fashion. he reasons for thisare t)o8fold. First- although the a'a language has e3tensi'e M:I su$$ort throughS)ing it is (ade u$ of (any classes- subclasses and interfaces )or*ing together. obetter understand the dyna(ics of )or*ing )ith these classes and interfaces- thestudents first need to learn about the OO conce$ts. Second- the ti(e s$ent on settingu$ the :I can detract fro( learning the funda(ental conce$ts.

Calendar and schedulehe course is fast $acedT)e co'er a lot of (aterial. he CS course $refi3 )as

chosen to alert/infor( students that this is a transferable course to a four8year institutionand (ay be a (ore rigorous course than other CIS courses. In addition- the A.S. o$tionII transfer students are re=uired to ta*e only this class and not the follo)8u$ CS 14B,OOP II0. herefore- I ha'e tried to co'er (uch of the OOP conce$ts in CS 142 )hileusing CS 14B to add on the M:I (aterial and refine their OOP s*ills.

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eaching ethods

he course is taught in a hands8on roo( ,each student has a PC and theinstructor7s station is cabled to an o'erhead $ro;ector0. he resources used in thecourse are as follo)s

2andouts *$ea" + $eview,(or" "ocuments-I $ro'ide (any handouts that further e3$lain/elaborate s$ecific to$ics co'ered in

the te3tboo*. I do this both to su$$le(ent the te3tboo* e3a($les ,de$th of co'erage0and to address a fe) to$ics not co'ered in the te3tboo* ,breadth of co'erage0. hesehandouts along )ith their te3tboo* can be used during the tests ,&o$en boo* notes butno co($uter+0 )hich (oti'ate the students to re'ie) the handouts and *ee$ u$ )ith thete3tboo* reading. y o)n $ersonal learning a$$roach is to R>A6 and loo* at e3a($les,&learn by e3a($le+0. herefore (y course (aterials )eigh hea'ily to)ards reading,te3tboo*- handouts- etc.0 and e3a($les ,de(o/sa($le $rogra(s- labs- assign(ents-etc.0 he A$$endi3K includes a sa($le handout.

3abs *Complete" in class,#an"s.on e/ercises-he in8class lab e3ercises are co($leted follo)ing &$air $rogra((ing+ guidelines

and are to be &ideally+ co($leted )ithin the class $eriod. he students are gi'en a lab)or*sheet indicating )hich $rogra( files they )ill need to access fro( the net)or* dri'eand an e3$lanation of the tas* )ith su$$orting notes. ost of the labs in'ol'e $rogra(s)ith a handful of (issing lines of code ,this reflects the li(ited class ti(e and the desireto e($hasi9e s$ecific $oints0 for the students to co($lete. >ach lab is targeted to as$ecific learning outco(e )hich is detailed in a su$$orting )eb $age titled &GabsOutco(es+. I use $air $rogra((ing because the students gain fro( the e3$erience of)or*ing )ith another $erson- ha'ing to e3$lain their thin*ing- and gaining fro( another

$ers$ecti'e. he students re$ort that )or*ing together i($ro'es their confidence.Circulating in the roo( enables (e to )atch the( )or*- ans)er =uestions ,if bothstudents in the &$air+ are stu($ed0- and gauge their le'el of understanding. Studentsare (ore successful )ith ho(e)or* if they ha'e had class ti(e to )or* outcode/$rogra(s )hile I can obser'e. he A$$endi3K811 includes an e3a($le Gab sheet-e3ercise code- and learning outco(es.

Demos *Learn.by.0/ample,shown on overhea" projector to class-Often as $art of (y lecturing- I )ill $resent de(o code to the class to tal* about.

hese $rogra(s are s(all and co'er single conce$ts. I belie'e it7s hel$ful to ha'e aclassroo( discussion on core $rogra((ing ele(ents li*e IF state(ents. Students ha'e

access to the de(o code through the net)or* so they can 'ie) and run it on theirco($uters. he A$$endi3K12 includes a de(o $rogra(.

ssignments *#omewor)-I allo) students to )or* together collaborati'ely on assign(ents ,fro( 284 in a

grou$0. I thin* this $ro(otes s*ills in )or*ing as a tea( and students learn (ore )henthey ha'e to e3$lain a conce$t to a fello) student. Ho(e)or*- although done outside ofclass- is often discussed in class. So(e of the (ost 'aluable and efficient learning

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ha$$ens )hen the student can $in8$oint their o)n (isunderstanding and for(ulate a=uestion. his is also a ti(e I use to highlight (ulti$le a$$roaches to coding and toco($are o$tions fro( different $rogra((ing languages. I use this ti(e to e3$lain the&bigger+ $icture ,&)hat ad'antages does one )ay ha'e o'er the other )ay+- &$roble(s(ight )e run into later+- etc.0- in addition to the language synta3- s(all scale $roble(8

sol'ing and funda(ental OOP conce$ts.

Po7er Point Presentations *from the te/t an" my own-I usually use a $o)er $oint $resentation as a tool to introduce a to$ic- or as a

re'ie) at the end of a cul(inating unit. Students ha'e access to each $resentation sothey can listen- )atch and as* =uestions.

,iscellaneousOther resources include )ee*ly su((ary notes- &local+ )eb $ages on s$ecific

to$ics- te3tboo* reading re'ie) ,highlights i($ortant $ages/to$ics0- re'ie) sheets fortests and $ractice test =uestions.

Classroom ssessment !ec5ni8ues 9C!s:I ha'e ;ust started to use CAs to e'aluate student understanding or

(isunderstandings so I can address the( $ro($tly. 5ecause CAs are anony(ous andcan be done 'ery =uic*ly it allo)s (e a gli($se into ho) the students are recei'ing theinfor(ation rather than ;ust ho) great of a ;ob I a( doing at sending the infor(ation.Often the students *no) e3actly )here they are confused. 5y gathering the infor(ationon a $eriodic basis- I can retarget the focus of the ne3t class $eriod to address concernsor =uestions before the students get too lost. It also hel$s to dra) the students into atrusting learning en'iron(ent if they *no) I a( reading and res$onding to theirindi'idual feedbac*. he A$$endi3K1B81" includes so(e e3a($les.

Here7s a screen shot of course resources a'ailable on a student accessiblenet)or* dri'e.

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Philoso$hy of eaching State(ent

2o7 do & t5in# learning occurs; 5ased on (y t)enty years of student obser'ation and e3$erience teaching

co($uter $rogra((ing courses- I belie'e that students learn best )hen the instructor is

)ell organi9ed- has a breadth and de$th of *no)ledge in the sub;ect area and has theability to tailor the teaching a$$roach to indi'idual student7s learning styles.

A collection of e3e($lary course resources allo)s (e to select e3a($les )hichaddress $articular student (isconce$tions and to re8teach selected to$ics )ith a 'arietyof a$$roaches. A )ell organi9ed and thought8out flo) of ob;ecti'es allo)s students toassi(ilate ne) infor(ation into their current *no)ledge base and $erha$s dra)co($arisons bet)een different co($uter languages and a$$lications.

>3e($lary course resources are reflected in not only an ade=uate nu(ber ofresources but also in their di'ersity. For e3a($le handouts- Po)erPoint $resentations-code e3a($les- )eb $ages- $ractice e3ercises- readings list- ho(e)or* assign(ents-etc. his di'ersity of (aterials hel$s *ee$ the curriculu( interesting.

he learning ob;ecti'es/outco(es should reflect the &best $ractices+ of the fieldand build u$on one another to a successful conclusion based on the goals of thecourse.

2o7 can & facilitate t5is process; he students don7t al)ays gras$ or a$$reciate the flo) of conce$ts and s*ills

because they lac* the &big $icture+ $ers$ecti'e- ho)e'er- the students do 'alue beingas*ed for their feedbac*. Integrating $eriodic student feedbac* regarding- for e3a($le-the $ace of the course- the &(uddiest $oint+ of a lecture- )hat )ould be useful to the(as the learner- etc.- builds their le'el of o)nershi$ and co((it(ent to their o)n learning$rocess. I belie'e their effort increases )hen they reali9e they are )or*ing in

$artnershi$ )ith the instructor.So(e students learn )ell )ith the lecture for(at- ho)e'er- it can7t be thee3clusi'e teaching (ethodology. y e3$erience has been that a strong and )ellorgani9ed lecture co($onent is a $roducti'e )ay to hel$ students organi9e infor(ationand to disse(inate &chun*s+ of content. Ho)e'er- (i3ing u$ the teaching (ethodologyhel$s students assi(ilate and retain the infor(ation. o facilitate this $rocess I allo)ti(e for students to as* =uestions- $artner u$ the students to )or* together on labe3ercises- $ut students into s(all grou$s to discuss a &$ro($t+ =uestion or gi'estudents the chance to &be the teacher+ by detecting errors or &debugging+ a fictitiousstudent7s )or*. >($loying (ulti$le (ethodologies to interact )ith the course contenthel$s students (aster the (aterial- but also fosters their $rocess s*ills- such as critical

thin*ing- )riting- and $roble( sol'ing.

45at goals do & 5ave for my students; S$ecifically- in (y class I )ant students to res$ect and 'alue the o$inions and

ideas of others. o not be afraid to as* =uestions- to dis$lay a desire to learn- and tohel$ each other. I )ant the( to e3$erience aha& (o(ents as often as $ossible duringthe =uarter. I )ant the( to be so absorbed in the )orld of $rogra((ing that they lea'e

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class each day )ondering )here the ti(e )ent and loo* for)ard to returning the ne3tday.

In general- I )ant (y students to ha'e an idea of )hat it (eans to be a$rogra((er in the real8)orld. I )ant the( to be able to a$$ly )hat they ha'e learned tone) situations and to de'elo$ confidence in their o)n ability to ad'ance their *no)ledge

of $rogra((ing. o be a good co($uter $rogra((er (eans (a*ing a co((it(ent tocontinuous learning )hether in $ri'ate $ractice- on the ;ob- or in an educational setting.Constant changes and u$grades to languages- a$$lications- and the interface )ith other technologies (eans that students in co($uter $rogra((ing careers )ill need tobeco(e &self (oti'ated learners+.

45at goals do & set for myself as a teac5er; I stri'e to be $atient. o reali9e that being an outstanding teacher is a t)o )ay

street. I )ant to understand the needs and goals of (y students and to incor$orate theinfor(ation into (y teaching a$$roach. I stri'e to treat (y students )ith res$ect andfairness- to ac*no)ledge their acco($lish(ents generously and encourage the( in

their shortfalls. I stri'e to ha'e e($athy for indi'idual student7s circu(stances and toha'e the $atience to let the( articulate their difficulties. I co((it to being a &continuouslearner+ (yself to stay current in languages and )or*8force needs. I stri'e to directstudents to)ard as$ects of $rogra((ing )hich are in line )ith their strengths andabilities.

45at do & do to implement t5is p5ilosop5y; I try to infuse (y teaching )ith the genuine interest and enthusias( that I ha'e

for co($uter $rogra((ing. I *ee$ the at(os$here in (y classroo(s $ositi'e andhu(orous- e'en )hen the (aterial is difficult. I a( )illing to slo) do)n or acceleratethe $ace if need be. I foster an en'iron(ent )hich 'ie)s (ista*es as o$$ortunities to

learn. I encourage discussions and the debate of alternati'e (ethods. I e3$ect studentsto contribute (aterial fro( their o)n e3$eriences. I see* out (ulti$le resources and(ethodologies for teaching each to$ic. I a$$roach students )ho (ay need e3tra hel$and sho) the( ho) to establish $ath)ays of su$$ort ,(y office hours- finding hel$ inthe lab- see*ing tutoring su$$ort- etc.0 Gastly- I return to the classroo( as a student-(yself- so I can re(e(ber the stages of learning and relate to the 'aried e(otions-stresses and strains of being a student.

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>'idence of Student Gearning

I ha'e chosen to loo* at hands8on lab e3ercises- ho(e)or* assign(ents- andstudent learning feedbac* tools in order to &see+ e'idence of student learning.

3ab E$ercises

Gabs are co($leted in class as hands8on e3ercises. he students )or* in $airsfollo)ing &$air $rogra((ing+ guidelines. 5y the end of class $eriod ,


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Hands-on Lab Exercises

he successful co($letion of this lab e3ercise $ro'ides (e direct e'idence ofstudent learning as relates bac* to course ob;ecti'es/outco(es. I a( able to &connect+this acti'ity bac* to the stated ob;ecti'es/outco(es of

2ome7or# ssignments

Student ho(e)or* ,assign(ents0 is e'aluated using a grading sheet outliningthe assess(ent criteria and $oint 'alues. Ho(e)or* assess(ent is based on o'erallachie'e(ent ,e3cellent- good- fair or $oor0 and ho) )ell they (atched theob;ecti'es/goals ,right8on or )ay8off0. I share )ith the students as a grou$ (y &analysis+of their )or* through anony(ous code sni$$ets and $rogra( e3ecution sna$shotsstored in a folder called &heMoodhe5adAndhe:gly+ ,although rarely is anything

&:gly+0.

>ach assign(ent has in addition to a $roble( descri$tion a list of learningoutco(es. he $roble( descri$tion includes state(ents li*e

rite a a'a class na(ed >($loyee+rite a a'a class na(ed >($loyeeest to

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Pro($t the user for nu(ber of >($loyees to $rocessCreate an array of the >($loyee class to hold the >($loyeesHa'e a (enu dri'en interface for

Goad the e($loyees ,$ro($ting the user for info0odify a s$ecific e($loyee7s info by his/her I6 nu(ber Print the >($loyee ob;ect infor(ation to the screen+

#hereas- the learning outco(es are listed as

Overview

Assignment #2 Ob;ect8Oriented Progra((ing ,OOP0

Ob;ects

to$8le'el Ob;ecto'erride toString,0

Classes

blue$rint for ob;ects

enca$sulation / data hiding Instance (e(bers

data (ethodsne) o$eratorreference 'ariables

Class le'el (e(bers

static *ey)ord'ariables

Arrays

6eclare / Allocate (e(oryPri(iti'e ty$es

Ob;ect ty$es

he learning outco(es ho$efully hel$ the student to see &the bigger $icture+ as to(y e3$ectations of )hat they are to learn by correctly co($leting the assign(ent. I letthe( *no) that although they (ay ha'e sol'ed the &$roble(+ that I (ay not concurunless the solution reflects the learning outco(es too.

hese assign(ent learning outco(es hel$ (e connect bac* to the coursesyllabus and confir( that the ho(e)or* is hel$ing the students to achie'e the courseob;ecti'es/outco(es.

he A$$endi3K1 includes a 'ariety of feedbac* fro(different assign(ents.

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Curriculum ssessment !ools

he CAs are included as a )ay to see )hat the students feel they ha'e learned.I use fairly si($le ones that ta*e the least a(ount of ti(e to be co($leted by thestudent and $rocessed by (e. he first e3a($le is a &inute Pa$er+ conducted during

)ee* three on a lecture about arrays. Gisted belo) the bulleted =uestion are the studentres$onses.

Please ta*e a (inute or t)o to ans)er the follo)ing =uestions

#hat )as the (ost i($ortant idea you learned fro( today7s class%

1. Ho) to (a*e arrays2. ,a0 Ho) to assign the array ,b0 >3it out fro( the M:IB. a'a arrays al)ays start at 9ero4. 6ifference bet)een arrays in L5.et and a'a


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Ho) do you feel- o'erall- about the $ace of this class ,;ust right- too fast- or too slo)0% Rate the $ace for ;ust yourself

18Mood so far 28oo fastB8;ust right

48It7s fine and I ha'en7t ta*en 1"!


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are also others )ho are ha'ing trouble and that they are not alone. I let the( *no) that Irecogni9e that students learn at different rates- and that they ha'e a 'ariety of learningstyles and bac*grounds but that through hard )or* and hel$ing each other )e can allsucceed.

he ne3t e3a($le is a &uddiest Point+ CA gi'en on )ee* four of class after alecture on constructors- (ethods- o'erloading- and o'erriding.

#hat )as the (uddiest ,(ost confusing0 $oint about today7s lecture%1. ot confusing.2. one.B. I7d li*e to tal* (ore about getters setters @ not (a*ing the( but situations

)hen to use the(%4. his lecture )as $retty clear.


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Assess(ent

ulti$le tools and (eans are used to assess the le'el to )hich students ha'e(astered course learning ob;ecti'es/outco(es. his includes ho(e)or*- lab e3ercises-and e3a(inations. Also- end of the =uarter sur'eys of )hat students the(sel'es thin*

they ha'e (astered $lay an i($ortant role in course assess(ent.

Ho(e)or*I ha'e chosen three different ho(e)or* assign(ents to re'ie). In each- I ha'e

selected an A student7s )or*- a high 5 student7s )or* and finally a lo) 5 student7s )or*.he ho(e)or* re$resents a$$ro3i(ately B!V of the students7 final grades.

>ach assign(ent is e'aluated based on a set of criteria listed on the standardgrading sheet $ro'ided to the students ,see A$$endi3K10. In addition- targeted outco(esfor each assign(ent are listed on a )eb $age a'ailable to the students ,see A$$endi3K1

for a screen shot of the first $age0.

he grading sheet is (ade u$ of four co($onents )hich I ha'e elaborated in(ore detail belo)

• Co((ents

A $rogra( should be )ell8docu(ented. An o'er'ie) of the a$$lication7s$ur$ose and ti(eline of creation and (odification should be included at the to$8le'el of the a$$lication. Co($le3 calculations and other $rocesses should beco((ented as to ho) they )or*. eaningful na(es should be gi'en to'ariables- (ethods and classes.

• Style

A $rogra( should be easy to read and understand. Progra( readability isi($ro'ed through the use of $ro$er indentation- )hite s$ace to logically se$aratesections of code and o'erall (odular design.

Pro$er OO design and i($le(entation should include the follo)ingcharacteristics use of getters and setters in su$$ort of the conce$t of datahiding- a$$ro$riate access designations ,e.g.- $ri'ate for data- $ublic for(ethods0- enca$sulation88se$arating interface ,user0 fro( i($le(entation ,blac*bo30- use of constructors to create ob;ects in an initial- stable state- abstractionand organi9ation techni=ues through inheritance- and $oly(or$his( ,or theability of a generali9ed re=uest ,(essage0 to $roduce different results based onthe ob;ect that it is sent to it0. In addition- class design should stri'e for &loose

cou$ling+ and &tighter cohesion+. Goose cou$ling (a*es it $ossible to understandone class )ithout reading others and change one class )ithout affecting othersthus i($ro'ing (aintainability. ighter cohesion increases the e3tent that actionsof a co($onent are tied together in $ur$ose .

• In$ut/Out$ut

he $rogra( dis$lays an introduction gi'ing the $ur$ose of the $rogra( ande3$laining any features not ob'ious to the a'erage user. he infor(ationdis$layed loo*s neat and clear on the screen. his includes $ro$er >nglish-

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s$elling and gra((ar. In$ut is $ro($ted in an una(biguous fashion )ith unitsand for(ats clearly indicated. Out$ut is easy to see and understand. It is $ro$erlylabeled and for(atted a$$ro$riately.

• Correctness

he $rogra( should confor( to the s$ecifications stated in the $roble(

state(ent. he $rogra( runs correctly )ith the test data used. here is littleredundancy in code- and logical structures chosen are the best suited for thetas*. he EISS $rinci$le 8 Eee$ It Si($le Student is follo)ed )here a$$ro$riate.

he targeted outco(es are stated for each assign(ent. his is to insure thestudent recogni9es that the goal of the assign(ent is not that &it )or*s+ but that so(eunderlying $rinci$les are de(onstrated in the solution. In addition- the student is sho)nthat the assign(ents are $rogressing to)ards the course ob;ecti'es.

#hen the graded assign(ents are returned to the students )e go o'er their )or*anony(ously under the eu$he(is( &he Mood- he 5ad- and he :gly+. In other

)ords- )e loo* at code that )as right8on the (ar*- close to the (ar* and )ay off the(ar* ,see earlier co((ents in the section &e'idence of student learning+0.

An a'erage score for the assign(ent is calculated to hel$ the students see ho)they did co($ared to others in the course. i(e is allotted for students to indi'iduallyas* (e )hy I too* off $oints in any criteria of the grading sheet.

he follo)ing rubric sets u$ the e'aluation of student )or*.

Related courseobjective/outcome

Samplestudent 7or#

,otivation < significance

Correctly a$$ly the basicsynta3 of the a'a language.

Practice Assign(ent

In CS1 first i($ressions can (a*e a big i($act onstudents? feelings of self8confidence. y (oti'ation for$ro'iding a nu(ber 9ero or $ractice assign(ent is togi'e the( a chance to atte($t an assign(ent )ith onlyPass/Fail criteria. #here a Fail has no $enalty and aPass $ro'ides a bonus of 1! $oints added to theirgrade at the end of the =uarter.

his assign(ent re=uires the student to de(onstrate asolid understanding of core $rogra((ing ele(ents,'ariables- decision8(a*ing- iteration- etc.0

:nderstand &$rocedural+$rogra((ing and(odulari9ation using(ethods.

Assign(entK1

In CS1 students need a good foundation of core$rogra((ing conce$ts established bac* in the days of$rocedural $rogra((ing before they are ready to loo*at ob;ect oriented $rogra((ing.

his assign(ent $re'ie)s )riting (ethods for(odulari9ation and code reuse in a non8ob;ect orientedfashion.

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6e(onstrate *no)ledge of

ob;ect8oriented design.

Assign(ent

K2

his assign(ent re=uires students to de(onstratenearly all of the funda(ental ob;ect8oriented$rogra((ing s*ills learned o'er the course of four)ee*s.

he students? grades on this assign(ent tend to 'ary(ore than others. 5y analy9ing the 'ariation in the s*illshigh- (iddle and lo) $erfor(ers de(onstrate I ho$e tore'eal areas/to$ics that need to be addressed (orethoroughly and/or taught differently- or )ays theassign(ent (ight be i($ro'ed or clarified.

For this assess(ent analysis- I used a $ractice assign(ent and loo*ed ate'idence that the students )ere able to incor$orate the follo)ing co($onents and (eetthe desired e3$ectations for a Rental sho$ $rogra(

Practice ssignment

ssignment component-rade

-rade

B-rade

C

:ses good $rogra((ing style ,hel$fulco((ents- (eaningful 'ariable

na(es- good s$acing/indentations-etc.0

yes (ost of the ti(e not often

Correctly declares local 'ariables in(ain ,a$$ro$riate data ty$es-initiali9ation if necessary- etc.0

yes initiali9ation (issingty$es ina$$ro$riateinitiali9ation (issing

Sets u$ constants ,final0 for fi3ed 'alue

fields yes so(eti(es not at all

Correctly i($le(ents a &big+ loo$using a $ost test construct ,do .. )hile0

yesloo$ condition test

erroneous/doesn7t distinguishu$$er/lo)ercase 'alues entered

no loo$ $resent

:ser $ro($ts for in$ut and out$ut is$ro$erly for(atted and labeled

yes ade=uate $oorly done

Correctly i($le(ents case structure,s)itch0 or nested if for (ulti8choice

data e'aluationyes

one or (ore test conditionerroneous/ doesn7t distinguish

u$$er/lo)ercase 'alues entered

stac*ed se$arate if state(ents

o redundant or unnecessary/deadcode

yeslittle du$lication of =uestions/ste$s

lots of du$lication of =uestions/ste$sunnecessary/dead

code

Correctly instantiates ob;ect fro( ;a'a.te3t $ac*age for for(atting

yesincorrect nu(ber of deci(al

$laces- no co((anot done

he (a;ority of students recei'ed a Passing grade on this $ractice assign(ent ,Cor better )as enough for a Pass0. It is i($ortant that a (a;ority of students recei'e a

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(oc* grade of A or 5 since this confir(s that they ha'e the re=uired $rere=uisite s*illsand *no)ledge. hose students recei'ing a (oc* grade of C are counseled that they(ay ha'e so(e &catching8u$+ to do. Any student that does not turn it in ,the $racticeassign(ent is o$tional0 I )ill tal* to see if it )as ;ust an issue of ha'ing the ti(e ordesire 'ersus )hether they )ere not able to tac*le the $roble( at all. A student )ho

does not recei'e a &Pass+ is ad'ised to see (e. I )ill re'ie) the students7 transcri$tsand tal* to the( about classes to ta*e as $rere=uisites to build their *no)ledge basebefore continuing on in this class.

For the ne3t assess(ent analysis- I loo*ed at the first assign(ent that is gradedand e'idence that the students )ere able to incor$orate these additional co($onentsand (eet the desired e3$ectations for an Interest Goan $rogra(

ssignment ='

ssignment component -rade -rade

B-rade

C

6e(onstrates proce"ural abstraction bydefining proce"ures ,(ethods0 to carry out

co($utations re=uired to sol'e tas*.Reduces redundant code and allo)s for

code re8use.

has static (ethods,returns 'alue0 for

calculations.(issing one or (ore none

6e(onstrates top."own "esign bybrea*ing u$ a large $roble( into s(aller

sub8tas*s. odulari9es code andre$resents a$$ro$riate hierarchy.

has static (ethods,'oid0 for sub8

(odulesfurther ste$8)ise

refine(ent $ossiblelittle ,al(ost allcode in &(ain+0

Para(eter $assing a$$ro$riately used

able to $ass

$ri(iti'e and/or reference 'ariables

so(eti(es not at all

Calculations correct and uses ath classfor e3$onentiation

yes

s(all error incalculation ,forget to

con'ert APR to(onthly- rate todeci(al for(0

erroneouscalculations

It is i($ortant that the students feel co(fortable )riting (ethods ,in other )ords-$assing $ara(eters- in'o*ing/calling (ethods- and recogni9ing )hen to return a 'alue'ersus 'oid0 in order to successfully (o'e onto creating a class. he difference bet)een

A and 5 students see(s $ri(arily to reflect their ability to &brea*+ the $roble( do)n intosub8tas*s- that is- the le'el of ste$8)ise refine(ent or to$8do)n design the student isable to de(onstrate. Ho)e'er- those students doing fair ,C0 to $oor reflect an inability tounderstand the (echanics of (ethod definition regardless of )hether they understoodthe o'erall structure and the relationshi$s bet)een the 'arious $arts of the $roble(- andthen address the s$ecific and co($le3 issues of the i($le(entations of the 'arious sub8$arts.

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For the last assess(ent analysis- I used the second assign(ent and loo*ed ate'idence that the students )ere able to incor$orate the follo)ing co($onents and (eetthe desired e3$ectations for an >($loyee infor(ation $rogra(

ssignment =)

ssignment component B C

Correctly i($le(ents class)ith constructor- get/set and

other si($le (ethodsyes

ade=uate has only no8argu(entconstructor- (issing a getter/setter

for data (e(ber- or a hel$er (ethod

inade=uate no suitableconstructor- lac* of substantial

getter/setter (ethods or nohel$er (ethods

Sets u$ class le'el ,static0'ariables and used $ro$erly

yes i($ro$erly used not $resent

O'errides Ob;ect toString(ethod and includes ;a'a.te3t for(atting

yes ;a'a.te3t for(atting absent no toString (ethod

6eclares- instantiates andassigns array of ob;ects

yes forgot to $ro($t user for si9e unable to create array of ob;ects

Pro$er inde3ing- retrie'al of ele(ents- use of length

$ro$erty for array of ob;ectsyes

doesn?t dis$lay (essage if noele(ent is found

inde3ing off- array bounds notchec*ed

It )as heartening that a (a;ority of students )ere able to )rite and use a class-store ob;ects in an array and set u$ a (enu8dri'en console (ode testing $rogra(.issing ele(ents for students )ith (ediu( and lo) grades a$$ears to indicate thateither they ran out of ti(e- didn?t *no) ho) to correctly )or* )ith an array of ob;ects- or

$ossibly that they )ere confused about ho) to instantiate an ob;ect of their user8definedclass. Gastly- as this assign(ent re=uired t)o source files ,>($loyee class andest>($loyee dri'er0 and a fair a(ount of code- (uch of the inade=uacies suggeststudents? lac* of attention to detail or the need to e($hasi9e the re=uire(ents in theassign(ent. he A$$endi3K2! includes se'eral graded student ho(e)or* e3a($les.

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Student e3it sur'ey

he sur'ey is the last $age of the final e3a( and the students recei'e 1! bonus$oints for co($leting it. Here are the results of sur'eys for fall and )inter =uarters.

6all )..* 2utcomes !ssessment

Rate fro( 18< )ith * indicating &un"erstoo" very well + to ' indicating &totally lost + on thefollo)ing course to$ics

\\ (>. \\\ Classes ,static- o'erloading- instance data/(ethods- $ri'ate/$ublic-constructors- getters/setters0

\\ ?>( \\\\ Inheritance ,su$erclass/subclass- o'erriding- &is8a+- this- su$er0

\\ ?>' \\\\ Poly(or$his( ,abstract class/(ethod- dyna(ic binding0

\\ )>* \\\\ File I/O ,byte/character- se=uential/rando(8access- I8O strea( classes0

\\ ?>. \\\\ >3ce$tion handling ,try/catch- thro)- thro)s- >3ce$tion class- user8definede3ce$tion class0

4inter ).. 2utcomes !ssessment

Rate fro( 18< )ith * indicating &un"erstoo" very well + to ' indicating &totally lost + on thefollo)ing course to$ics

\\ (>' \\\ Classes ,static- o'erloading- instance data/(ethods- $ri'ate/$ublic-constructors- getters/setters0

\\ (>' \\\ Inheritance ,su$erclass/subclass- o'erriding- &is8a+- this- su$er0

\\ ?>* \\\ Poly(or$his( ,abstract class/(ethod- dyna(ic binding0

\\ ?>) \\\\ File I/O ,byte/character- se=uential/rando(8access- I8O strea( classes0

\\ ?> \\\\ >3ce$tion handling ,try/catch- thro)- thro)s- >3ce$tion class- user8defined

e3ce$tion class0

he good ne)s is that the highest rating sho)s u$ on the funda(ental $ur$oseof the class and that is to teach the( ob;ect oriented $rogra((ing. he incre(entaldecline in rates for the higher8end OO to$ics suggests a need to re'isit those to$ics)hich occurs in CS 14B ,the follo)8u$ class0. Go)er rates on file handling and e3ce$tionhandling reflect (ost li*ely the li(ited ti(e s$ent on those to$ics and the fact that theyoccur at the end of the =uarter ,that is- students are starting to fade0.

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"*EN CON"EN O#9

Investi1atin1 Peer 4ssessment

Investigator: Richard 4& Hoagland5 Professor5 $om+uter Information S6stems5

South Puget Sound $ommunit6 $ollege5 Ol6m+ia5 0'#"3 *?(**)) 1?')'5

rhoaglandMs+scc&ctc&edu

Investigator's statement

I am as/ing that .e can use the materials 6ou +roduce in $S )(2 for a research stud6& The

+ur+ose of this consent form is to give 6ou the information 6ou .ill need to hel+ 6ou decide

.hether or not to be in the stud6& Please read the form carefull6& Nou ma6 as/ Duestions aboutthe +ur+ose of the research5 .hat I .ould as/ 6ou to do5 the +ossible ris/s and benefits5 6our

rights as a volunteer5 and an6thing else about the research or this form that is not clear& Ehen all

6our Duestions have been ans.ered5 6ou can decide if 6ou .ant to be in the stud6 or not& This +rocess is called informed consent&@

P#PO"E 4N* ENEI"

I .ant to better understand 6our e1+eriences in $S )(25 es+eciall6 the effectiveness of the course

resources and learning environment& I .ould li/e to loo/ at the .or/ 6ou +roduce throughout the

course and to use 6our .or/ in re+orting the results of this research to the communit6 ofcom+uter science educators& I ho+e the results of this stud6 .ill hel+ us create better

reDuirements5 materials5 and +ractices for courses in com+uting5 both here at SPS$$ and in other

communit6 colleges&

P#OCE*#E"

If 6ou choose to be in this stud65 I .ould li/e to use 6our class .or/ for research& The class

.or/ ma6 include 6our +rogramming assignments5 inclass lab e1ercises5 tests5 and $ourse

4ssessment Tools 0feedbac/ forms3& Ehether 6ou choose to have 6our class .or/ used for

research or not5 it .ill not affect 6our course grade& I .ill not as/ 6ou to underta/e an6 e1tra.or/ as a result of consenting to +artici+ate in this research&

O;E# INO#94ION

I .ill /ee+ 6our class .or/ on a secure com+uter or in a loc/ed filing cabinet& If the results of

this stud6 are +ublished I .ill not use 6our name& I a++reciate 6our su++ort and .illingness to

hel+ me& Than/ 6ou&

Sub7ect@s statement

This stud6 has been e1+lained to me& I volunteer to ta/e +art in this research& I have had a

chance to as/ Duestions& If I have Duestions later on about the research I can as/ the investigatorlisted above& If I have Duestions about m6 rights as a research sub7ect5 I can call the icePresident of Instruction at 0'#"3 *?(**)) 1?2",& I have a co+6 of this consent form&

___________________________________________________________________________ Signature of sub7ect Printed name


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Su((ary

#hat I learned fro( the $ortfolio $rocess

& learned t5at it is a lot of 7or#@ hat being said- it )as a 'ery )orth)hile

endea'or. I )ent fro( not *no)ing )hat a course $ortfolio )as or ho) to create one to$roducing a co($rehensi'e- critically thought8out re$ort.

I ha'e e3a(ined (y teaching and students7 learning to a degree that I )ouldne'er ha'e conte($lated )ithout the Commons $ortfolio $rocess. It )as challenging-frustrating- and enlightening to del'e into this (ysterious thing called &teaching+.

It )as good to see that (any of (y instincts about teaching )ere sound and thatall (y hard )or* in $re$aring the (aterials and assess(ent tools for this course )as)ell $laced. Partici$ation in this $ortfolio $ro;ect (ade (e feel 'alued for (y hard )or*and e3$ertise.

I )ould li*e to ac*no)ledge $ersonally the su$$ort and ca(araderie of thesefello) Commons $artici$ants.

Aanet 88 than*s for (a*ing this $rocess so (uch fun Uour hu(or- *indness-fran*ness- and (any hugs (ade each session feel li*e a fa(ily get8together.

3aurie @ than*s for your )onderful insight on students- teaching and ho) itshould all be a fun- caring and en;oyable e3$erience.

&I li*e a teacher )ho gi'es you so(ething to ta*e ho(e to thin* about besidesho(e)or*.+ ,>dith Ann0

Brad @ than*s for sharing and allo)ing the rest of us to feel good about sharingthe $ersonal/$ri'ate thoughts about being a teacher.

Aos5 @ than*s for the ride

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Pro$osed/Planned changes

Here is a list of changes to the course that I )ould li*e to i($le(ent

• 5etter infor( the students to the &nature+ of the course. he constraints

,$rere=uisites- (i3 of audience- etc.0 and ho) the course fits into thecurriculu(.

• Share )ith the students (y o)n teaching beliefs- $ersonal ob;ecti'es for the

course and ho) )e can (a*e the class a successful learning en'iron(ent.

• Incor$orate additional Curriculu( Assess(ent ools for i($ro'ed student

feedbac*.

• Organi9e (ore in8class discussions- grou$ )or*- and student &learning by

doing+ acti'ities li*e $rogra( debugging.

• I($ro'e student retention by inter'ening earlier and (ore often.

• Re=uire a )ritten analysis of the conce$ts learned fro( the ho(e)or*

assign(ent.

• Re)or* the syllabus ob;ecti'es to better (atch learning outco(es.

• Re)or* the ho(e)or* grading sheet criteria to $ro'ide (ore detail ,see

earlier annotations on criteria0.

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A$$endi3

=' Disciplinary Commons Sessions 4eb Page

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=) Center for &nstructional Development and Researc5 9C&DR:Classroom Observation Notes

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=? SPSCC Computer Programming guide

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=* Student Perception Survey for C&S

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= rticle by Aay 0egso 9&nterest in CS as a ,ajor:

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= 2andout

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= 3ab s5eet

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='. 3ab e$ercise code

='' 3ab outcomes

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=') Demo program

='? C! ,inute paper

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='( C! ,uddy point

='* C! Pace

=' C! Outline

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=' !5e -oodF !5e Bad and !5e 1glyPractice Assign(ent

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Assign(ent K1

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Assign(ent K2

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=' -rading s5eet

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=). -raded 4or#

Practice Assign(ent

he score )ould translate to an eighty8eight ,0 or high 5. he chec* (ar*indicates that it counts as a Pass.

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Assign(ent K1

he score )ould translate to an eighty8eight ,0 or high 5.

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Course Portfolio FINAL

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Transcript of Course Portfolio FINAL