1. Dawn McKinney and Leo F. Denton
Developing Collaborative Skills Early in the CS Curriculum in a Laboratory Environment
Good afternoon. I’m Dawn McKinney and this is my compadre Leo Denton. For the past several years we have been implementing and assessing affective initiatives in the first year of our Computer and Information Sciences program. We’re here today to share with you our experiences with developing collaborative skills using collaborative learning in our introductory programming course.
Dawn McKinney and Leo F. Denton
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

2. University of South Alabama
State university
13,500 students
School of Computer and
Information Sciences
300 CIS majors
Three specializations
Undergraduate and Masters Program
We are from the University of South Alabama in Mobile. South is a public state institution with about 13 thousand 5 hundred students, 300 are our majors. We have three specializations in our undergrad program: Computer Science, Information Systems, and Information Technology. We have just recently become the first institution with all three specializations acreddited. We also have a Masters program for Computer Science and Information Systems.
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

3. Benefits of developing collaborative skills early
Interest
Retention
Sense of belonging
Academic performance
Preparation for later team experiences
There are many benefits of developing collaborative skills in students early in college.
Has anybody heard of students who skip class, sleep in class, surf the net in class, check , or other behavior indicating a low interest in the class?
- Collaboration requires all students to be engaged and actively involved which can increase interest.
Anybody having retention issues? I know our university is concerned about retention.
- Developing collaborative skills early can encourage students to stay in college by increasing the sense of belonging.
The development of collaborative skills early can also contribute to higher student achievement and prepares students for later team experiences in upper level courses and industry.
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

4. Collaborative skills developed with collaborative learning
Collaborative learning describes learning experiences where students act together to perform specific tasks
We are using collaborative learning experiences to develop collaborative skills.
- Simply stated, collaborative learning describes learning experiences where students act together to perform specific tasks.
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

5. Collaborative learning promotes
Active learning
Authentic learning
Experiential learning
Internalization of skills
When students are engaged in collaborative learning experiences their learning is active, authentic, and experiential. Collaborative learning promotes the internalization of collaborative skills.
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

6. Backed by 50 years of research Chickering, A. W. , & Z. F. Gamson 1987
Backed by 50 years of research Chickering, A. W., & Z. F. Gamson Seven Principles for Good Practices in Undergraduate Education. The AAHE Bulletin, March 1987.
Student interaction
Mutual cooperation
Active learning
Feedback for reflection
Time on task
High expectations
Diverse talents, interests, and learning styles
The benefits of collaborative learning are backed by over 50 years of research. Chickering’s Seven Principles for Good Practices in Undergraduate Education embody the essence of coolaborative learning:
The use of collaborative learning:
Encourages interaction between students and faculty
Develops mutual cooperation among students
Provides frequent active learning exercises
Provides prompt feedback for student reflection
Emphasizes time on task
Sets and defines high expectations
Encourages respect for diverse talents, interests, and learning styles
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

7. Instructional setting of the study
Graduate assistants
Supplemental Instruction
12 – 22 students per class
Required personal laptops
Java programming language
CS102I model of Curricula 2001
75 minutes per week supervised lab
This study took place in the lab portion of a second semester introduction to programming course which is an object-oriented, imperatives first, two-semester sequence for introduction to problem-solving and programming concepts.
This was 75 minutes per week in a closed lab.
Graduate assistants were provided, as were supplemental instruction leaders.
The classes were small, between 12 and 22 students.
We have a laptop policy, which means all students have a laptop computer.
Team-based problem solving was used to complete a semester long project
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

8. Collaborative skills developed in this study
Communication
Cooperation
Commitment
Work Ethic
Adaptability
The skills which were the focus of this study were communication, cooperation, commitment, work ethic, and adaptability.
Leo will now explain
how these skills were identified,
the specific integrated affective-cognitive objectives were used to promote and assess these skills, and
the results of the assessment
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

9. NACE Top-10 characteristics most wanted in college graduates
Communication skills
Honesty/integrity
Teamwork skills
Interpersonal skills
Motivation/initiative
Strong work ethic
Analytical skills
Flexibility/adaptability
Computer skills
Organizational skills
Direct links can be seen between …
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

10. Course collaborative skills linked with NACE qualities
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

11. Integrated cognitive-affective course objectives for collaborative skills
Communication
Communicate with students and faculty about course concepts and practices.
Cooperation
Cooperate with a team in an effort to solve problems and develop software.
Commitment
Demonstrate a commitment to quality software development with good design and testing practices.
Work Ethic
Demonstrate a strong work ethic by attending class and participating fully.
Adaptability
Demonstrate adaptability in software development practices.
The students will … will…
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

12. Sample peer evaluations data
The Good
The Bad
The Ugly
Communication
“He is good at explaining things to those who are not grasping a particular concept.”
“He sometimes talks over weaker members.”
“Maybe you should discuss appropriate behavior toward women with him.”
Cooperation
“A good quality is her positive attitude and willingness to participate and help where needed.”
“Does not contribute to group discussions/effort noticeably or effectively.”
“I think he talks out of turn, his comments are inappropriate, and he is disrespectful toward the customer.”
Work Ethic
“She is willing to learn and take extra steps to dig for material. I feel she is determined to do well.”
“He is normally absent and when present never wants to work on the project.”
“Sleeps during class, is absent a lot, doesn’t really help during lab, just kind of sits back and watches”
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

13. Lessons learned in prior studies
Need for balanced teams
Need for early instruction on team skills
Need for prompt and clear
feedback from evaluations
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

14. High points of prior studies
Affective factors correlated with academic achievement
Agile labs show increases in sense of belonging
Agile labs show decreases in pressure
Agile labs provide an opportunity to perform and internalize professional practices
In past semesters we found a decrease in factors
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

15. Specific initiatives in Spring 2005
Instructor chosen teams
Team size students
Semester-long lab project
Agile professional practices
Team-based problem solving
Feedback on team performance
Cognitive-affective course objectives
Early instruction and reflection on team skills
For this study, teams were chosen by the instructor. Women and minorities were not isolated and each team was assigned a balance of skilled students. The teams were between 5 and 9 students. A semester-long project was assigned using the practices of Agile Software Development such as pair-programming. The students were engaged in collaborative experiences and problem-based learning. Students evaluated their team members at mid semester and again at the end of the semester. Feedback was provided mid semester which consisted of a summary of the evaluations. Integrated cognitive-affective objectives were promoted and assessed. Early in the semester students were provided with instruction and reflection exercises on team skills.
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

16. Assessment instruments
Mid-semester peer evaluations
Final peer evaluations
An objectives/resources student survey
In-lab observations of students
An instrument was used by the students to evaluate their team members and their selves. The instructor and the lab assistants also provided input. The instrument asked for identification of positive contributions as well as areas needed for improvement. Students were provided with feedback at mid semester and then a final evaluation was conducted. In addition to the peer evaluations, students completed a survey about course objectives and resources. Observation was also used for assessment of team skills.
Leo will now discuss the results of the assessment.
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

17. Significant increase in team skills
Overall contribution scores Mean N Std Dev
Mid-semester peer evaluation
3.98 27
0.67
Final peer evaluation
4.26 26
0.75
T-test t (26) = 3.694, p = 0.001, d = 0.71
The average overall contribution for each student was calculated for the mid-semester and end-of-semester peer evaluations to determine whether there was a significant increase in team skills during the course of the semester. The mean student score (N = 27) for the mid-semester evaluation was 3.98 with a standard deviation of .67, while the end-of-semester evaluation was 4.26 with a standard deviation of This increase was significant, t(26) = 3.694, p = The standardized effect size index, d, was .71, indicating a strong effect. Because the students’ understanding of team skills matured during the semester, we believe that the students’ evaluation of team skills may have been more demanding at the end of the semester. We recognize too that some of the observed effect may be the result of over-the-semester maturation not connected with the specific methodologies described in this study.
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

18. Samples of specific student improvements
Weaknesses Listed in
Mid-semester Evaluation
Strengths Listed in
Final Evaluation
“His way or no way. He’s not open minded for other team members’ input.”
“Committed to the team’s goals.”
“Sometimes has a tendency to work alone.”
“Has become more involved in team work and more adaptable.”
“Likes to talk about anything and doesn’t always stay on topic.”
“Good team player, good attitude, and willing to work.”
“Too quiet, needs to communicate with the group more.”
“Very inquisitive, voices his ideas very well.”
“Doesn’t show up and has a bad attitude when she does.”
“Has shown up more since the last evaluation.” “Helped out a lot.”
Here is some sample data showing weaknesses from the mid semester and strengths from the end of the semestet for the same student.
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

19. Top-two most valuable course resources according to students
On the second half of the objectives/resources survey, the students were asked to rate the extent to which course resources (e.g., the textbook, a supplemental course instruction program, and the programming IDE) had a positive impact on their achievement in the course. Among the list of resources, students rated “the development of team skills” as the most valuable course resource and “the semester-long project in the lab” as the second most valuable resource.
Development of team skills
Semester-long project in the lab
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

20. Observations Self-start Engaged Productive Committed Team centered
Project centered
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

21. Benefits of developing collaborative skills early
Sense of belonging
Women and other minorities
Assessment of affective objectives
Preparation for upper-level courses
Development of skills needed by industry
Often includes active and cooperative learning
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

22. Resources, recap, recommendations
Student reflection on team skills
Balanced teams chosen
Assessment with feedback
Flexibility
There are many resources out there for using collaborative learning in the classroom.
Felder and Oakley have written a helpful paper on using teams which includes a short but good article for students to read for reflection and discussion, as well as an instrument for identifying good teams, evaluation, and more.
Collaborative learning can be used in any discipline, at any level, and in various degrees. Our study focused on team-based problem solving using a semester-long project, but collaborative learning can be used for short exercises also.
A good resource for using coolaborative learning in undergraduate education if Barkley, Cross, and Major’s Collaborative Learning Techniques.
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA

23. http://www. cis. usouthal. edu/~mckinney/SIGCSE2006
Dawn McKinney Leo F. Denton
Aloha. We love you! Come give us a hug!!
Collaborative Skills in CS1 Labs
SIGCSE Houston, Texas
School of Computer and Information Sciences
University of South Alabama, Mobile, Alabama USA