1. Issues Involved in Studio-Based Learning for a GUI Programming Class Jesse M. Heines Dept. of Computer Science University of Massachusetts Lowell heines@cs.uml.edu Jesse M. Heines Dept. of Computer Science University of Massachusetts Lowell heines@cs.uml.edu ACM SIGCSE 2009 Chattanooga, TN ACM SIGCSE 2009 Chattanooga, TN March 3, 2009

2. 2 Work on a project team with other students. Write a project plan. Complete the design, implementation, and documentation of a program of significant size and complexity. Correctly document Java code using the basic features of the Javadoc tool. Make oral presentations to the class on their work. Conduct and report on a relevant usability test. Solve programming and other project-related problems on their own by exploring documentation and other resources. Work on a project team with other students. Write a project plan. Complete the design, implementation, and documentation of a program of significant size and complexity. Correctly document Java code using the basic features of the Javadoc tool. Make oral presentations to the class on their work. Conduct and report on a relevant usability test. Solve programming and other project-related problems on their own by exploring documentation and other resources. Upon completion of this course, students should be able to:

3. 3 Course Issues Discussed in Our Subgroup Having enough time to cover technical programming issues as well as project issues –“No one knows OOP as well as they think they do” [Heines, after Kruglinski & others] Finding time for students to work together outside of class –Virtually all students work 15-25 hours/week Motivating students through realistic projects Getting students to respond critically Having enough time to cover technical programming issues as well as project issues –“No one knows OOP as well as they think they do” [Heines, after Kruglinski & others] Finding time for students to work together outside of class –Virtually all students work 15-25 hours/week Motivating students through realistic projects Getting students to respond critically

4. 4 Performance model –Actors + musicians + scenery + marketing “Pair” CS and non-CS courses –upper-level courses for majors –joint project developed within the two courses “Synchronized” = multiple tasks by multiple people must come together by a specific time for the final “performance” –Courses remain independent –“Hybrid” = another model Performance model –Actors + musicians + scenery + marketing “Pair” CS and non-CS courses –upper-level courses for majors –joint project developed within the two courses “Synchronized” = multiple tasks by multiple people must come together by a specific time for the final “performance” –Courses remain independent –“Hybrid” = another model Approach

5. 5 Performamatics: Sample Programs: CS+Art Art students’ influence on Computer Science students’ programs

6. 6 Performamatics: Sample Programs: CS+Music Computer Science students’ implementations of Music students’ creative notations

7. 7 Usability Testing by Non-CS Majors

8. 8 Critiques and Discussions with Non-CS Majors

9. 9 Problems with This Approach A lot of things get in the way of interdisciplinary courses –Logistics are complex and sticky –Come hear my presentation on Saturday morning Sustaining studio-based learning approach during the “normal” part of the class –Easy to “slip back” into our more “comfortable” instructor-centered mode A lot of things get in the way of interdisciplinary courses –Logistics are complex and sticky –Come hear my presentation on Saturday morning Sustaining studio-based learning approach during the “normal” part of the class –Easy to “slip back” into our more “comfortable” instructor-centered mode

10. 10 Discussions in Our Subgroup How to foster student critiques (session #1) –Dave: Writing on slips of paper rather than speaking in front of the class Jesse: A colleague does this with his “fuzzy points” –Jesse: Using web-based technology instead of paper (real time posting to social networks) –Issue: Is anonymity important ? SBL contribution to challenging students (#2) –The problems students pose are more difficult than the ones posed by the professor How to foster student critiques (session #1) –Dave: Writing on slips of paper rather than speaking in front of the class Jesse: A colleague does this with his “fuzzy points” –Jesse: Using web-based technology instead of paper (real time posting to social networks) –Issue: Is anonymity important ? SBL contribution to challenging students (#2) –The problems students pose are more difficult than the ones posed by the professor

11. 11 Discussions in Our Subgroup Effect of SBL and other such “educational innovations” – many not really new – on recruitment & retention (session #2) –Especially with women and other underrepre- sented groups, i.e., benefit for BPC –Lack of good studies on interventions and their effects on the above groups An evaluation issue to consider (#2) –Effect on professors as well as students Effect of SBL and other such “educational innovations” – many not really new – on recruitment & retention (session #2) –Especially with women and other underrepre- sented groups, i.e., benefit for BPC –Lack of good studies on interventions and their effects on the above groups An evaluation issue to consider (#2) –Effect on professors as well as students

12. Jesse M. Heines, Ed.D. Dept. of Computer Science Univ. of Massachusetts Lowell heines@cs.uml.edu http://www.performamatics.org Jesse M. Heines, Ed.D. Dept. of Computer Science Univ. of Massachusetts Lowell heines@cs.uml.edu http://www.performamatics.org ACM SIGCSE 2009 Chattanooga, TN ACM SIGCSE 2009 Chattanooga, TN March 3, 2009 This work is supported by the National Science Foundation CPATH Program under Grant No. 0722161.