1. COURSE DEVELOPMENT PROJECT MARIE A. TAPANES CURRICULUM DEVELOPMENT IN HIGHER EDUCATION INTRODUCTION TO THE LOGIC OF PROGRAMMING

2. Background The second course of the sequence of computer courses for the associate and baccalaureate degrees of Information Systems. A redesign of the course is necessary to offer the course online –students’ work and/or family commitments. Instructional design to help:  Guide and retain the online students  Reduce feelings of isolation and increase motivation to participate and submit course requirements  Offer assistance when needed  Provide the student with a vast diversity of online resources to help complete the course successfully

3. Course description Introduction to the development of algorithms and computer programming using the C++ language. The course includes the design, algorithm representation, flowcharts, pseudo-code and coding of programs. In addition, study of the basic elements of the C++ language, such as basic data types, control structures and routines. Structured programming concepts are also covered.

4. Target population All 1 st year students in the Information systems program at Universidad del Este, Sistema Universitario Ana G. Méndez Specially adult population enrolled in the AHORA program

5. Instructional Delivery WWW Blackboard Course Management System E-lluminate! V-Room Universidad del Este Online Library

6. Significant learning goals (Based on Dr. Fink Significant Learning) Foundational knowledge  Understand the importance of new tools in the solution of programming problems.  Understand and apply the logic of computer programming to practical problems.  Understand and remember the control structures in a structured programming language.  Understand and remember functions and procedures.  Understand and remember the syntax of the C++ programming language. Application and integration  To solve complex computer programming problems using algorithms, flowcharts and C++ code.  Identify alternative algorithms and tools to solve different logic problems in computer programming.  Analyze logical programming problems that are usually involved in computer programming.  Integrate the techniques and concepts of structured programming. Human dimensions- Globalization  Develop a complex programming solution for a hypothetical foreign customer, integrating the concepts and tools presented in class. Learning how to learn  Recognize valid sources to search for additional tools and guidance when needed in their practice of the computer programmer profession.

7. Major assignments Assignments (40 points)  The program solutions submitted must: compile without errors, run correctly, present an original solution to the intended problem and have comments explaining the main steps of the code. Programming project (20 points)  For this assignment, you will select, from the list of problems provided by the instructor, a hypothetical foreign customer and a programming problem of interest to you where you can apply what you learned in class. You will present your solution to the hypothetical foreign client online using an E-lluminate session to take place in the 11 th week of the term. Midterm (20 points)  The exam will be open book take-home style and it will include theoretical questions and practical application problem(s) where a program must be planned, designed, and implemented correctly as in the course assignments. Final exam (20 points)  The exam will be open book take-home style and it will include theoretical questions and practical application problem(s) where a program must be planned, designed, and implemented correctly as in the course assignments.

8. Course schedule WeekTopicReadingsAssignmentsAssignments Due 1Programming concepts and solutions to programming problems Ch. 1, Ch.21. Blackboard Webpage 2. Online Forum presentation 2Cont. Solutions to programming problems Ch. 2Assignment 11. Blackboard Webpage 2. Online Forum presentation 3Expressions and equationsCh. 2Assignment 2Assignment 1 4Programming conceptsCh. 3Assignment 3Assignment 2 5Introduction to structured programmingCh. 4Midterm Practice/ReviewAssignment 3 6Midterm (Chapters 1-4)Ch. 1-41. Midterm 2. Inform programming project idea for a foreign customer 7Structured programming- Sequential Logic Ch. 5Assignment 41. Midterm 2. Inform programming project idea for a foreign customer 8Structured programming- Decision Logical structure Ch. 6Assignment 5Assignment 4 9Structured programming- Repetition structures Ch. 7Assignment 6Assignment 5 10Structured programming- Case structureCh. 8Final Practice/ReviewAssignment 6 11Programming projects for a foreign customer Final examE-lluminate presentations 12Take home Final exam (Chapters 5-8)Ch. 5-8Final exam

9. Integration Learning goal Ways of assessing this kind of learning Actual teaching-learning activities Helpful resources Understand the importance of new tools in the solution of programming problems. 1. Assignment 1 2. Online forum participation for Assignment 1 1. Reading of Ch. 1-2 2. Online forum participation for Assignment 1 Textbook, WWW, other students through the use of the forum or blog to discuss resources and ideas to solve problems. Understand and apply the logic of computer programming to practical problems. 1. All assignments and course project 1. All assigned book chapters 2. Online forum participation Textbook, WWW, other students through the use of the forum or blog to discuss resources and ideas to solve problems. Understand and remember the control structures in a structured programming language. 1. Assignments 4- 6 and course project 1. Reading of Ch. 5-8 2. Online forum participation for Assignments 4-6 Textbook, WWW, other students through the use of the forum or blog to discuss resources and ideas to solve problems. Understand and remember functions and procedures. 1. Assignments 2- 3 and course project 1. Reading of Ch. 2-4 2. Online forum participation for Assignments 2-3 Textbook, WWW, other students through the use of the forum or blog to discuss resources and ideas to solve problems.

10. Integration Understand and remember the syntax of the C++ programming language. 1. All assignments and course project 1. All assigned book chapters 2. Online forum participation Textbook, WWW, other students through the use of the forum or blog to discuss resources and ideas to solve problems. To solve complex computer programming problems using algorithms, flowcharts and C++ code. 1. All assignments and course project 1. All assigned book chapters 2. Online forum participation Textbook, WWW, other students through the use of the forum or blog to discuss resources and ideas to solve problems. Identify alternative algorithms and tools to solve different logic problems in computer programming. 1. All assignments and course project 2. Online forum participations 1. All assigned book chapters 2. Online forum participation Textbook, WWW, other students through the use of the forum or blog to discuss resources and ideas to solve problems. Analyze logical programming problems that are usually involved in computer programming. 1. All assignments and course project 2. Online forum participations 1. All assigned book chapters 2. Online forum participation Textbook, WWW, other students through the use of the forum or blog to discuss resources and ideas to solve problems.

11. Integration Integrate the techniques and concepts of structured programming. 1. Assignments 4- 8 and course project 1. Reading of Ch. 4-8 2. Online forum participation for Assignments 4-6 Textbook, WWW, other students through the use of the forum or blog to discuss resources and ideas to solve problems. Develop a complex programming solution for a foreign customer, integrating the concepts and tools presented in class. 1. Course project 1. Select, from the list of problems provided by the instructor, a hypothetical foreign customer and a programming problem where the student can apply what was learned in class. The student will present the solution to the hypothetical foreign client online using an E-lluminate session. Textbook, WWW Recognize valid sources to search for additional tools and guidance when needed in their practice of the computer programmer profession. 1. Online forum participations1. All assigned book chapters 2. Online forum participation Textbook, WWW, other students through the use of the forum or blog to discuss resources and ideas to solve problems.

12. References Angelo, T. A. (2005). A “Teacher’s Dozen”: Fourteen general, research-based principles for improving higher learning in our classrooms. In Lattuca, L., Haworth, J., Conrad, C. (Eds.), College and University Curriculum: Developing and Cultivating Programs of Study that Enhance Student Learning. (pp. 452-459). Boston, MA: Pearson Custom Publishing. (ASHE Reader) Dee-Fink, L. (2003). A Self-Directed Guide to Designing Courses for Significant Learning. Retrieved March 10, 2009 from trc.virginia.edu/Workshops/2004/Fink_Designing_Courses_2004.pdf. Ehrmann, S. C. (2005). Asking the right questions: What does research tell us about technology and higher learning. In Lattuca, L., Haworth, J., Conrad, C. (Eds.), College and University Curriculum: Developing and Cultivating Programs of Study that Enhance Student Learning. (pp. 438-446). Boston, MA: Pearson Custom Publishing. (ASHE Reader) Lattuca, L., Haworth, J., Conrad, C. (eds.). College and University Curriculum: Developing and Cultivating Programs of Study that Enhance Student Learning. (2005). Boston, MA: Pearson Custom Publishing. (ASHE Reader) Nussbaum, M. C. (2005). Citizens of the world. In Lattuca, L., Haworth, J., Conrad, C. (Eds.), College and University Curriculum: Developing and Cultivating Programs of Study that Enhance Student Learning. (pp. 242-261). Boston, MA: Pearson Custom Publishing. (ASHE Reader) Sfard, A. (2005). On two metaphors for learning and the dangers of choosing just one. In Lattuca, L., Haworth, J., Conrad, C. (Eds.), College and University Curriculum: Developing and Cultivating Programs of Study that Enhance Student Learning. (pp. 409-423). Boston, MA: Pearson Custom Publishing. (ASHE Reader) Sprankle, M. & Hubbard, J. (2008). Problem Solving & Programming Concepts (8 th ed.). New Jersey: Pearson Prentice Hall.