1. PREOP (Providing Robotic Experiences Through Object-Based Programming) By James Davis, Briana Wellman, Michael Raines, Monica Anderson The University of Alabama

2. Overview of PREOP – Developed to increase student retention rates in first- year CS programs – Combines the Alice interface with robotics

3. Motivation Correlation between confidence and perseverance A study at Virginia Tech [4] – Students that rated their knowledge of computers as being better than their classmates were more likely to continue – Students that transferred to a different field of study had comparable grades to those that continued PREOP is designed to address confidence

4. Approach: PREOP PREOP – Students program robots using a drag-and-drop, syntax-free interface – Students’ algorithms generate both a virtual and physical output Thus, increasing the chance of providing compelling results

5. Approach: Classroom Setup iRobot Creates – inexpensive pre-built robots – purchased for 100.00 USD each – Roomba without the vacuum USB Bluetooth devices BAM modules

6. Approach: Course Description PREOP was used in CS1 laboratory – 1 of the 5 labs of CS1 used PREOP – Class included a 10 to 15 minute lecture on fundamental programming concepts – Students had to complete an active-learning lab assignment using PREOP

7. Approach: Classroom Setup Teams of two or three Run code on simulated and real robots

8. Live demonstration

9. Results *Enrollment information obtained from the university registrar office

10. Results Survey – Students asked to rate their computer knowledge and programming skills 1 = above average 0 = average -1 = below average

11. Results

12. Future Work Analysis of students currently enrolled in CS1 laboratory Implementation with other robot platforms such as Lego Mindstorms and Scribblers

13. Summary PREOP was developed to increase the retention of CS students at the University of Alabama PREPOP combines the advantages of robotics and programming with Alice Results indicate that the students in the PREOP Lab, are more likely to be registered for the CS2 course Students in the PREOP Lab also rate their programming skills and computer knowledge as higher than their peers in the non-PREOP Labs We are currently deploying PREOP for use in all lab sections associated with CS1

14. Additional Information For downloads, videos, and instructional material visit http://cs.ua.edu/preop/ PREOP is supported by NSF DUE-0736789

15. References [1] Cooper, S., Dann, W., and Pausch, R. 2000. Alice: a 3-D tool for introductory programming concepts. In Proceedings of the fifth annual CCSC northeastern conference on The journal of computing in small colleges. Ramapo College of New Jersey, Mahwah, New Jersey, United States: Consortium for Computing Sciences in Colleges. 107-116. [2] Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook. 2008-09 Edition, Computer Scientists and Database Administrators, http://www.bls.gov/oco/ocos042.htm (visited Dec. 2008). [3] Zweben, S., “Computing Degree and Enrollment Trends,” From the 2007-2008 CRA Taulbee Survey, http://cra.org, [4] Patterson, L., and Trasti, J. 2002. Women Students in Computer Science: Student Perspectives of Faculty Bias as a Possible Influence on Student Retention. In J. Sawyers (Ed.), Mid Atlantic Conference on the Scholarship of Diversity. Blacksburg, VA: Virginia Polytechnic Institute and State University [5] Fagin, B. S., and Merkle, L. 2002. Quantitative analysis of the effects of robots on introductory Computer Science education. J. Educ. Resour. Comput. 2, 4. [6] Pearce, J., and Nakazawa, M. 2008. The funnel that grew our cis major in the cs desert. P6oceedings of the 39th SIGCSE technical symposium on Computer science education, 503-507.

16. Thank You Any Questions?

17. Approach: PREOP Features

20. Traditional CS1 Lab Topics Draw a Diagram Make a Systematic List Eliminate Possibilities Use Matrix Logic Look for a Pattern Guess-and-Check Identify Subproblems Analyze the Units Solve an Easier Related Problem Create a Physical Representation Work Backwards Draw Venn Diagrams Convert to Algebra Evaluate Finite Differences Organize Information Change Focus Visualize Spatial Relationships