Pairing Ungrading with Project-Based Learning in CS1 for Inherently Flexible Course Design
This experience report details the pedagogical approach and curriculum for an introductory programming course for non-majors that combines creative coding, ungrading, and project-based learning, with typical enrollment between 120-140 students. Through a series of skills labs, a term-long group project, and regular self-evaluation milestones, students both build their confidence and motivation to learn programming, as well as typical introductory programming skills. Key to the course’s success is the integration of project-based learning with a self-evaluation approach to ungrading. In this paper, I present the design of the course, the underlying pedagogical approach leading to course design decisions, and offer resources for adopting this approach in similar CS1 courses. The approach of blending ungrading with project-based learning shows promise as an inherently flexible course design that supports student wellbeing, confidence, and motivation.
Sat 23 MarDisplayed time zone: Pacific Time (US & Canada) change
13:45 - 15:00 | Pedagogy - Projects and Capstone Papers at Meeting Rooms B117-119 Chair(s): Dianna Xu Bryn Mawr College | ||
13:45 25mTalk | An Experience Report: Integrating Oral Communication and Public Speaking Training in a CS Capstone CourseMSI Papers Shirin Haji Amin Shirazi University of California, Riverside, Mariam Salloum Univeristy of California Riverside, Annika Speer University of California, Riverside, Neftali Watkinson University of California, Riverside DOI | ||
14:10 25mTalk | How Pre-class Programming Experience Influences Students’ Contribution to Their Team Project: A Statistical Study Papers Jialin Cui North Carolina State University, Runqiu Zhang University of Virginia, Ruochi Li North Carolina State University, Fangtong Zhou North Carolina State University, Yang Song University of North Carolina Wilmington, Edward Gehringer North Carolina State University DOI | ||
14:35 25mTalk | Pairing Ungrading with Project-Based Learning in CS1 for Inherently Flexible Course Design Papers Gillian Smith Worcester Polytechnic Institute DOI | ||