Educational Methods for Inverted-lecture Computer Science and Engineering Classrooms to Overcome Common Barriers to STEM Student Success

Educational Methods for Inverted-lecture Computer Science and Engineering Classrooms to Overcome Common Barriers to STEM Student Success

Bibliographic Details
Main Author: Timmerman, Kathleen
Language:English
Published: Wright State University / OhioLINK 2016
Subjects:
Adult Education
Computer Engineering
Computer Science
Flipped Classroom
Non-Cognitive Barrier Interventions
Education
Assessment
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=wright1482406667753693
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spelling ndltd-OhioLink-oai-etd.ohiolink.edu-wright14824066677536932021-08-03T06:39:36Z Educational Methods for Inverted-lecture Computer Science and Engineering Classrooms to Overcome Common Barriers to STEM Student Success Timmerman, Kathleen Adult Education Computer Engineering Computer Science Flipped Classroom Non-Cognitive Barrier Interventions Education Computer Science Assessment New educational pedagogies are emerging in an effort to increase the number of new engineers available to enter the workforce in the coming years. One of the re-occurring themes in these pedagogies is variations of the flipped classroom. Often the additional classroom time gained from flipping is used to reinforce learning objectives. It is hypothesized that it might be more beneficial to students if a portion of that time is used to address common non-cognitive barriers that prevent students from succeeding in the major. In a freshman Introductory Computer Science course, three different pedagogies are compared: a hybrid lecture-active learning pedagogy, a fully flipped classroom pedagogy, and a fully flipped classroom with added barrier interventions pedagogy. All three groups are taught in SCALE-UP classrooms. While fully flipping the classroom shows a slight increase to student progression over the hybrid classroom, it is not significant. When barrier interventions are added to address motivation and interest, opportunity, psychosocial skills, cognitive skills, and academic preparedness a significant increase in student progression occurs. Students with a low level of academic preparation are most impacted by the change. Fully-flipped classrooms with barrier interventions are implemented over the two-year core sequence for Computer Science and Engineering majors. The result shows no statistically observable change in progression rates. This provides hope that students are not just persisting through Computer Science I to fail in later courses. The impact of the new pedagogy on under-represented female students also shows a benefit to students with a low level of academic preparation. Students from under-represented ethnic students saw the most benefit from the barrier interventions if they had a high level of academic preparedness. This suggests that these students may have been failing to progress at disproportionate rates for non-cognitive reasons, giving credence to the concept of using classroom time to address non-technical skills. 2016 English text Wright State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=wright1482406667753693 http://rave.ohiolink.edu/etdc/view?acc_num=wright1482406667753693 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection NDLTD
language English
sources NDLTD
topic Adult Education
Computer Engineering
Computer Science
Flipped Classroom
Non-Cognitive Barrier Interventions
Education
Computer Science
Assessment
spellingShingle Adult Education
Computer Engineering
Computer Science
Flipped Classroom
Non-Cognitive Barrier Interventions
Education
Computer Science
Assessment
Timmerman, Kathleen
Educational Methods for Inverted-lecture Computer Science and Engineering Classrooms to Overcome Common Barriers to STEM Student Success
author Timmerman, Kathleen
author_facet Timmerman, Kathleen
author_sort Timmerman, Kathleen
title Educational Methods for Inverted-lecture Computer Science and Engineering Classrooms to Overcome Common Barriers to STEM Student Success
title_short Educational Methods for Inverted-lecture Computer Science and Engineering Classrooms to Overcome Common Barriers to STEM Student Success
title_full Educational Methods for Inverted-lecture Computer Science and Engineering Classrooms to Overcome Common Barriers to STEM Student Success
title_fullStr Educational Methods for Inverted-lecture Computer Science and Engineering Classrooms to Overcome Common Barriers to STEM Student Success
title_full_unstemmed Educational Methods for Inverted-lecture Computer Science and Engineering Classrooms to Overcome Common Barriers to STEM Student Success
title_sort educational methods for inverted-lecture computer science and engineering classrooms to overcome common barriers to stem student success
publisher Wright State University / OhioLINK
publishDate 2016
url http://rave.ohiolink.edu/etdc/view?acc_num=wright1482406667753693
work_keys_str_mv AT timmermankathleen educationalmethodsforinvertedlecturecomputerscienceandengineeringclassroomstoovercomecommonbarrierstostemstudentsuccess
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