6/21/20151 Active Learning with Upper Division Computer Science Students Brenda Timmerman Robert Lingard G. Michael Barnes California State University, Northridge

6/21/20152 Overview l Characteristics of Computer Science Students l Experiments in Active Learning l Assessment of Results l Summary and Conclusions

6/21/20153 Myers-Briggs Personality Test Results

6/21/20154 Myers-Briggs Personality Test Results (Continued)

6/21/20155 Myers-Briggs Analysis l A Computer Science Major is an ISTJ Type l Takes Energy from Inner Thoughts l Likes to Deal with Facts l Considers Various Options in Making Decisions l Is Quiet, Serious, and Likes to be Prepared for What May Happen

6/21/20156 The Kolbe Concept ® l Measures Conation - a Person’s Inherent Talent or Natural Way of Doing Things l Predicts What a Person Will or Will not do, Given the Freedom to Act l Measures the Way a Person Acts While Trying to Achieve a Goal

6/21/20157 The Kolbe Instinctive Talents l Fact Finder l Follow Thru l Quick Start l Implementer

6/21/20158 Sample “Kolbe” Results

6/21/20159 Kolbe Profile of Software Engineering Students

6/21/ Kolbe Analysis l Computer Science Majors are Fact Finder/Follow Thru Kolbe Types l Avoids Discussing Issues without Being Prepared l Prefers to Explain with Charts instead of Words l Impromptu Discussions Create Stress

6/21/ Active Learning Techniques Used in Societal Issues in Computing l Think-Pair-Share l Group Presentations l Debates

6/21/ Active Learning Techniques Used in Computer Security Classes l Present pertinent issues of the course in their historical and real world context l Cooperative learning l Key Words l Entrance and Exit Surveys

6/21/ Assessment Techniques l The Minute Paper l The Muddiest Point l The One Sentence Summary l Classroom Observation l Exam Results l Student Satisfaction

6/21/ Summary and Conclusions l The experiment was a success »Improved attendance »Improved communication skills »Higher test scores »Enthusiastic participation of students l Nature of the students was considered when designing classroom exercises