Herring, B., & St Jacques, R. (2019, June), Using Active Learning to Increase Student Retention in Introductory Computing Courses  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33493

\bibitem{asee_peer_33493}
  Herring, B., \& St Jacques, R. (2019, June), \emph{Using Active Learning to Increase Student Retention in Introductory Computing Courses}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--33493

Bruce Herring and Robert St Jacques.  "Using Active Learning to Increase Student Retention in Introductory Computing Courses".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://strategy.asee.org/33493 Internet.  08 Jun, 2024

\bibitem{asee_peer_33493}
  Bruce Herring and Robert St Jacques.
  "Using Active Learning to Increase Student Retention in Introductory Computing Courses".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://strategy.asee.org/33493 Internet.  08 Jun, 2024

@INPROCEEDINGS{asee_peer_33493
author = "Bruce Herring and Robert St Jacques"
title = "Using Active Learning to Increase Student Retention in Introductory Computing Courses"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/33493}
number = {10.18260/1-2--33493}
}

TY  - CPAPER
AB  - Complete Paper – Evidence Based Practice. With an ever-growing number of students eying a future career in the tech industry, Computer Science programs at universities across the United States have experienced explosive growth. One of the many challenges for any undergraduate Computer Science program is to establish a firm foundation in introductory Computer Science that accommodates a large number of students with a wildly diverse set of skills and experience. One traditional technique is to lecture students once or twice a week, and provide a small number of relatively large homework or lab assignments for students to practice what they have learned on their own time and/or in university lab spaces. Experience shows that, while larger homework and lab assignments are useful, students with little experience learn best when given many, repeated, and small opportunities to practice new concepts before bringing them to bear on new and larger problems. We propose an alternative to the traditional lecture/lab format, that incorporates active learning techniques into the classroom that provide students an opportunity to practice new concepts immediately after they have been introduced. During lecture, these activities are presented as short, 3-5 minute exercises meant to be completed with a pencil and paper. Later in the week, students meet with the instructor in a lab space, insuring that every student has access to a computer, and complete another series of short exercises, this time writing code to solve real problems. Students are provided with many opportunities to practice, fail, and receive corrective feedback directly from instructors in real time before tackling larger homework and lab assignments on their own. We put this theory into practice in the Fall 2018 semester for Computer Science 1 (a freshmen level course) at RIT’s Golisano College of Computing and Information Sciences. The experiment included approximately 200 students, with another 450 students in a control group using the traditional lecture/lab format. In this paper we present the results of our experiment based on course withdrawal rates, final grades, and student satisfaction (as measured by two surveys).
AU  - Bruce Herring
AU  - Robert St Jacques
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Using Active Learning to Increase Student Retention in Introductory Computing Courses
UR  - https://strategy.asee.org/33493
DO  - 10.18260/1-2--33493
ER  -