A Project-Oriented Scripting Approach to Introductory Computer Science

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A Project-Oriented Scripting Approach to
Introductory Computer Science

• Ken Abernethy and Kevin Treu
• Furman University, Greenville, SC, USA
• Robert Shive
• Millsaps College, Jackson, MS, USA

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Background

• At this conference last year, we reported on a
  new course emphasizing
• algorithmic thinking
• problem-solving using scripting
• Two-fold rationale
• a bridge from computer literacy courses to CS
  major sequence
• an alternative to current CS0 courses

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Focus An Entry Point for CS Major

• Possible new introductory course for the computer
  science major, when delivered
• with a project focus
• in a team-oriented format
• Objective is to attract more students to explore
  CS as an interest
• Course assumes a familiarity with authoring at
  least simple Web pages

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Potential Advantages over CS0/CS1

• A gentler and more appealing introduction to
  algorithmic thinking (scripting)
• A familiar domain (the Web) in which to build
  student experience and intuition about
  object-oriented problem-solving
• Early emphasis on project-driven problem
  definition, solution design, and implementation
• Early experiences in meaningful teamwork
• The positive reinforcement of significant work
  products

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Algorithmic Thinking

• Focus is on JavaScript and PHP scripting
• Problems/activities on interactive Web pages
• visible and easy-to-demonstrate objectives
• examples provide practice with a wide range of
  programming constructs and techniques
• Web context provides gratifying results quickly
• Introduction to databases and SQL for backend
  database access

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Object-Oriented Problem-Solving

• Introduce elements of the W3C document object
  model (DOM)
• students use methods associated with windows and
  documents in early examples
• later examples extend the use of both methods and
  properties for a number of built-in object
  classes within the Web environment
• Emphasis is on uses of the object model to solve
  problems of interest
• students build intuition about objects, methods,
  properties, and event-handlers in a comfortable
  setting (Web)
• little formal mention of the underlying concepts
  here
• students are being prepared for more formal
  treatments in later courses

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Project-Driven Work

• Objective is to simulate real-world development
  environments
• real projects and deadlines
• goal-oriented study and research
• student ownership of projects
• teamwork with clear divisions of responsibility
• progress and summary reports
• team meetings facilitated by professors
• Projects required significant, interactive,
  database-driven Web sites

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Experience in Teamwork

• Students are placed in small teams (3-5 students
  per team)
• Each team was encouraged to rotate the role of
  project manager who facilitated
• scheduling and holding team meetings
• meeting periodically with the professor to
  discuss progress and problems
• preparing brief written and oral progress reports
  
• assigning tasks to team members
• coordinating the development of the team's design
  specifications, final report, and project
  deliverables

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Some Feedback

• Positive
• Would you consider taking additional courses in
  CS, 44 responded very much so.
• Did the class stimulate your interest in
  continuing to learn about computing topics in the
  future, 50 responded very much so.
• Describe your level of engagement in this class,
  63 responded very engaged or extremely engaged.
• Negative
• Only 38 indicated that the term project was one
  of their favorite features of the class.
• Only 38 indicated that working in teams was one
  of their favorite features of the class.

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Lessons Learned

• Attracting students to CS
• Course concept seems able to do this
• Students were engaged at a high level
• Shift of balance of learning responsibility
• Students are generally not accustomed to assuming
  such a large part of the responsibility for their
  learning
• Students must be educated about the nature of
  team project work and the roles and
  responsibilities of team members
• Supervision of work
• Generally, students (like all of us) work hardest
  near deadlines
• Need more measurable milestones in the project
  work