Suggestions for future iterations of CSCE144

• An analysis of the final lab assignment suggests (and I have observed on exams, quizzes and during lab sessions) that students often have difficulty with flow of control. This has always been a challenging topic for introductory students but Java's object oriented techniques and event programming in particular seem to compound the problem. Possible solutions include either doing more imperative-type programming in the course or perhaps giving more practice exercises focusing on flow of control.

• Evidence from the Lab #0 minute paper analysis suggests the minute papers can be useful for assessing the effectiveness of course changes and points to the importance of the content of the first lab assignment in giving students a positive first impression in the course.

• Although I didn't gather any data, I got the impression that the debugging exercises that required students to hypothesize about what might be wrong with example code without using a hands-on "shotgun" approach to fixing the errors could be useful in other contexts in the class (if statements, classes, methods, flow of control, etc.). Incorporating regular debugging exercises into lab sessions might be very helpful.

Portfolio "Lessons Learned"

• One of our portfolio sessions focused on assessment. In particular we were asked to look at the comments we make on student work and to reflect on what they say about what we value. This exercise revealed to me how much I really dislike grading and prefer less traditional ways of giving students feedback on their work such as one-on-one comments during lab sessions and responses to electronic lab CATs.

  When traditional grading is required I tend to make use of student graders where possible and try to automate the grading process by using rubrics or grade sheets that spell out in precise detail my criteria for the assignment. These often include a "pre-lab" section which reflects that I value students being prepared when they come to lab. I definitely think grading is an area where I need to improve and in the future I will try to do a better job giving students graded feedback.

• We also participated in peer observations of one another's teaching during the commons project. I found this very rewarding because it gave me a unique opportunity to visit a local community college classroom and because being observed gave me a unique perspective on my teaching. It helped me to realize how valuable doing a similar observation.

• Probably the most important thing I learned from participating in the Commons project was an appreciation for the local community colleges. Before they were really just an abstraction and now I have visited several CC campuses, attended a CC class and know how fabulous the faculty are.

Last Modified: 06/02/2006