the lab tutor system of a large undergraduate class: the lab tutors perspective charlie daly, dave...
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The Lab Tutor System of a Large Undergraduate Class: The Lab
Tutors Perspective
Charlie Daly, Dave Donnellan, Monica Ward and Ray Walshe
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Introduction
• Computer Applications degree at DCU
• First Year Students
• Computer Programming
• Large class (300-400)
• Lab component
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Forces
• Non-completion rates– Computing courses have high attrition rates
• Computer Programming– Studies show that many Introductory
Programming Courses do not work
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HEA report
• A Study of Non-Completion in Undergraduate University Courses– Average Non-Completion rate is 16.8%– Highest in Computing (33%)
• Reasons– Students choose wrong subjects– Financial pressures– Low points (measure of school leaving results)
non completion
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Computing
• Not taught at second level– Students don't know what it involves– Worse: they think they know
• Programming is difficult– Problem solving– Abstract reasoning
• Leaving cert does not prepare students– Tends to encourage rote learning
non completion
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Computing at DCU
• 1999: Doubled intake from 150 to 300– Points dropped from 420 to 360– all the extra students from the lower point range
• Large class size can increase sense of isolation among students.
non completion
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Force 1 Non-Completion rates
• Students don't know what computing involves.
• Increasing class size reduces points.• Large class size can increase feelings of
isolation.
• All factors in increasing non-completion rates.
non completion
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Force 2
“Do students in introductory computing courses know how to program at the
expected skill level?”
An international multi-institutional study of introductory programming courses
ITiCSE 2001
No.
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Assessment
"The spirit and style of student assessment defines the de facto curriculum"
“Assessing Students”, Derek Rowntree '77
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The Problem with Programming
• It is difficult to assess programming ability in a traditional written exam.
• Programming exercises are subject to plagiarism; a serious problem in introductory programming courses.
• If you do not assess something, the students will not learn it.
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Computer Programming 1
• So what are we to do?• The starting point is to have good
assessment.• If the only way that they can pass is by
learning to program; then they will at least try to learn to program.
• Lab work not directly assessed (i.e. was simply to improve programming ability)
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Forces
• Non-completion rates– Computing courses have high attrition rates
• Computer Programming– Studies show that many Introductory
Programming Courses do not work
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Year Size PointsFailure
rate
Sem 1 Prog Exam
’97-’98 150 410 20%
’98-’99 150 420 15%
’99-’00 300 385 30%
’00-’01 300 385 20% 30%
’01-’02 300 360 20%
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Year Size PointsFailure
rate
Sem 1 Prog Exam
’97-’98 150 410 20%
’98-’99 150 420 15%
’99-’00 300 385 30%
’00-’01 300 385 20% 30%
’01-’02 300 360 20%
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Year Size PointsFailure
rate
Sem 1 Prog Exam
’97-’98 150 410 20%
’98-’99 150 420 15%
’99-’00 300 385 30%
’00-’01 300 385 20% 30%
’01-’02 300 360 20%
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Improvements
• ’00-’01: Real programming Assessment and (and corresponding teaching changes) led to a reduction in failures 30% to 20%
• ’01-’02: Lab improvements led to a reduction in failure rates (in semester 1) 30% to 20% and improvement in female scores
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Lab Improvements• We restructured the entire timetable
– Labs followed lectures
– All labs on simultaneously
• Used 2nd years to tutor 1st years– Special training course for the second years
– 1 lab tutor for a bay of 10 students
– Monitored lab tutors
– Web based feedback system
• Encouraged social interaction– Ice-breaking session
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Over to Dave
End part 1
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Increase Motivation
• Well organised course: week semester
• Have clear course objectives
• Explicit instructions
• Explicit Warnings
• Interesting programming problems
• Have high expectations of the students
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Cater for a range of abilities
• Good students– All labs have optional questions.– Three programming competitions.
• Weaker students– Peer tutors directed to weaker students.– Extra remedial classes.– Intensive refresher course between semesters.
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Encourage Problem Solving Approach
• Emphasize that rote learning gets you nowhere.
• Assess for problem solving e.g.– Early (week 6) programming exams marked by
computer.
• Lab work not directly assessed (i.e. was simply to improve programming ability)
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Year Points SizeFailure
rateProg Exam
’97-’98 150 20%
’98-’99 420 150 15%
’99-’00 385 300 30%
’00-’01 385 300 20% 30%
’01-’02 360 300 20%
• Double class size
150
300