WIP: Using Assignment Choice in Engineering Service Courses

Robert Lightfoot, Tracy Hammond

Abstract: Students taking an introductory class in engineering, especially those who are required to take a “coding class” for their non-computer science major can be very intimidated. The thought of learning to program or being grouped with peers who have coding experience or have otherwise been involved with computers can leave many students feeling behind. Some engineering courses, like Computer Science (CS) service classes, will continue to encompass students from many diverse majors, as more degree plans require a coding class. Coding does not always come easy for these students. This paper examines assignment choice in an undergraduate CS-1 course but can be applied to many engineering service courses. Guided by the Self Determination Theory, the authors will implement assignment choice as a means for students to plan a path choosing different assignments to meet the course learning objectives. We will integrate the choices in the curriculum into Canvas, the Learning Management System, and provide a course grade calculator to students. Students receive a customized course road map to visualize their path through the assignments and to plan their own road to success. The approach applies to students' own internal motivation, whether intrinsic or extrinsic, by allowing students to choose their own path or set of assignments to complete the course. By allowing choice, the assignment set is more likely to meet the various interests of the students. This work-in-progress paper will show preliminary results for semesters where assignment choice was part of the course vs. semesters where all students followed the same path. We have observed a decrease in the DFQ (students who earn a D, an F, or Q-drop a class) rate in current semesters with a population size of 200 students with the traditional course delivery vs. 300 students with the Assignment Choice delivery. We will define future areas to study and improve. Our goal of Research-to-Practice is to come up with a framework that allows the instructor to ensure all learning objectives of a class are met, while students still have some choice in the assignments. We believe the output of this paper will provide a framework that will allow instructors to meet the goal of students learning the course objectives and passing their course so that they can continue in their chosen field of study.