Peer Computing Expert Training Lesson 1 Overview of SPARC and Goals

Self-PAced Learning increases Retention and Capacity George Mason University wants to replace the “traditional” course model for CS-1 and CS-2 with an innovative “black-belt” teaching model that features: Self-paced learning Peer instruction and learning Separate collaborative practice and individualized assessments Flipped classroom Multiple attempts at assessments SPARC PCE Training

Enrollment Surge Retention of students, especially underrepresented groups Retaining educational quality Staffing additional sections Our definition of “traditional courses” Use the same assignments for practice and assessment Most collaboration is cheating Catching cheaters a major priority All students must complete assignments at the same time Class meetings are almost entirely lectures, paper exams ● First year students are diverse Gender, ancestry, pre-knowledge, learning styles & speed Diversity greatly decreases by the fourth year SPARC PCE Training

Our Strategy—Black-belt Model Self-paced demonstration of skills and knowledge Students earn “stripes” and “belts” (invisibly) Innovative methods Self-paced learning Collaborative practice problems (peer learning) Multiple attempts are allowed Automatically tracking student progress on practice and graded work Automated intervention alert system Instructors, TAs, and UTAs work with students individually Mini-lectures (10-15 min) are given to small groups of students Online content delivery Automated grading of assessments We avoid policies that would seem competitive SPARC PCE Training

Benefits We Have Observed Lots of collaboration among students Lots of positive feedback on end-of-semester surveys Intervention has helped bring several students back “on track” UTAs have been more helpful than expected Students love the classroom “mini-lectures” More students passing CS 112 Zero cheating Instructor likes the class more SPARC PCE Training

Ongoing Challenges Keeping first-year students focused Enabling or developing resilience Convincing them that multiple attempts is not failure Feedback that is positive, not critical Encouraging more collaboration “Get to know your neighbors” icebreakers In-class exercises Mini-tutorials by students Intervention strategies could be better Physical infrastructure Getting enough lab time and the right classrooms Fixing the software Students being rude to UTAs SPARC PCE Training