1. Supported by Google’s 3X Capacity Program
Helping to Realize “Computer Science for All”: Student Outcomes of Self-Pacing in Introductory Programming Courses
Jaime Lester, Ph.D.
and
SPARC TEAM: Jeff OffutT, Paul Ammann, Kinga Dobolyi, Chris Kauffman, Upsorn Praphamontripong, Huzefa Rangwala, Sanjeev Setia, Pearl Wang, Liz White
Supported by Google’s 3X Capacity Program

2. Computer Science for All
National movement to support computer science (CS) education in K-12 and postsecondary education – Code.org and Scratch
Dramatic increase in college CS enrollments but low completion rates
Interest in increasing the diversity in CS majors

3. SPARC: Self-paced learning increases retention and capacity project
Self-pacing
Separate practice and assessment problems
Collaboration
Peer-learning—UTAs
Flipping the classroom
Mini-lectures during class work
Automated evaluation of problems
Automated interventions

4. Evaluation Data
Pre- and post-surveys of students in control and experimental groups
In class observations
Course grade information (grades on assessments, overall grade, etc.)
Course evaluation data
Future: student transcript data

5. Results from Fall 2015
56 students in SPARC section: 70% completed before end of term; 84% completed by deadline
Average final grade of 85%
Higher level of student engagement in SPARC as compared to control group
Fewer instances of plagiarism

6. Results from Fall 2015 SPARC Students:
88% spent less than 10 hours per week on the class.
84% noted that TAs were helpful or extremely helpful in assisting with understanding course material.
76% of CS 1 Fall students noted that practice problems prepared the for lab assessments.
80% of students noted that the course dashboard helped them in tracking their progress in the course.
Positive correlations between final grades and helpfulness of TAs, sample assessments, practice problems and s from instructor.
Additional positive correlations with study habits and final grade and self-efficacy for learning
2 section of SPARC with 69 ad 58 students enrolled: 16% and 12% completed by end of term
Higher level of student engagement in SPARC as compared to control group
Traditional classroom space

7. What have we learned so far?
Working against typical classroom cultures – must promote peer learning
UTAs, GTAs help to differentiate learning and provide a supportive learning environment
Tracking students help but need interpersonal interaction if struggling
Classroom layout matters
Difficult to compare across sections

8. Classroom Layout Matters

9. Want More information?
Jaime Lester, Or SPARC Google Group