| ||Idea||Interested Faculty||Email Address|
|1||Does automatic or student's use of auto-grader feedback encourage more time on task? Does it help produce better solutions? Does it help students problem solving process?||Bill Leahy||bleahy@cc|
|2||What is the correlation between homework and exam grades? Literature suggests that students who have higher homework grades do better on exams. Interested in investigations situations where this correlation is not found. Why?||Bill Leahy||bleahy@cc|
|3||How do we assess individual student learning in a course with a liberal collaboration policy? How does the recently adopted approach of requiring students to demo & explain their solutions address the issue?||Bill Leahy||bleahy@cc|
Which is better and why? Issue of motivation vs. complexity Why does the GBA emulator "work"?
- CS 2110: Explains how a computer works using a simplified imaginary computer
- CS 2261: Explains how a computer works using a GameBoy Advance architecture, which is more complex
|5||Introduce "always:" code block. Does adding declarative help? If so, when?||Bill Leahy||bleahy@cc|
|6||How do we hlep students start a program? The "blank sheet of paper" problem. |
Does this scaffolding/help change with differences in ability, over time (as professionals, next class)?
- Start with templates?
- Start with analysis?
- Start by modifying code?
|7||What active learning activities can promote CS1 & CS2 learning in large classes? Will KLA's "work" in sections of ~200 - 300 students?||Bob Waters||watersr@cc|
|8||What is the real value of any class over time? (e.g. anecdotally, 2335 for programming) Or are/will they learning these things elsewhere when a course is not taken/no longer required?||Bob Waters||watersr@cc|
Last modified 19 January 2007 at 2:31 pm by Allison Elliott Tew