Reengineering an "Introduction to computing" course within a college-wide community of practice

Research output: Contribution to journalConference article

Abstract

Widening Implementation and Demonstration of Evidence Based Reforms (WIDER) is a campus-wide, NSF-funded effort to create institutional change in the way we teach core gateway STEM courses. While instruction and course reform has historically been attempted by lone rangers to little lasting effect, WIDER's paradigm is to organize instructors into Communities of Practice (CoPs) to provide mutual support and training, and to encourage and facilitate the organic dissemination of best practices across courses among the members of the community of practice. In particular, mentorship relationships within the community have provided ready avenues for the translation of best practices. In this paper, we describe and analyze the redesign of one such course in the WIDER community, highlighting how the redesign of this course was informed by its involvement within this larger community of practice.

Original languageEnglish (US)
JournalASEE Annual Conference and Exposition, Conference Proceedings
Volume122nd ASEE Annual Conference and Exposition: Making Value for Society
Issue number122nd ASEE Annual Conference and Exposition: Making Value for...
StatePublished - Jan 1 2015
Event2015 122nd ASEE Annual Conference and Exposition - Seattle, United States
Duration: Jun 14 2015Jun 17 2015

Fingerprint

Reengineering
Demonstrations

ASJC Scopus subject areas

  • Engineering(all)

Cite this

Fagen, W., Heeren, C., Herman, G. L., & West, M. (2015). Reengineering an "Introduction to computing" course within a college-wide community of practice. ASEE Annual Conference and Exposition, Conference Proceedings, 122nd ASEE Annual Conference and Exposition: Making Value for Society(122nd ASEE Annual Conference and Exposition: Making Value for...).

Reengineering an "Introduction to computing" course within a college-wide community of practice. / Fagen, Wade; Heeren, Cinda; Herman, Geoffrey L.; West, Matthew.

In: ASEE Annual Conference and Exposition, Conference Proceedings, Vol. 122nd ASEE Annual Conference and Exposition: Making Value for Society, No. 122nd ASEE Annual Conference and Exposition: Making Value for..., 01.01.2015.

Research output: Contribution to journalConference article

Fagen, W, Heeren, C, Herman, GL & West, M 2015, 'Reengineering an "Introduction to computing" course within a college-wide community of practice', ASEE Annual Conference and Exposition, Conference Proceedings, vol. 122nd ASEE Annual Conference and Exposition: Making Value for Society, no. 122nd ASEE Annual Conference and Exposition: Making Value for....
Fagen W, Heeren C, Herman GL, West M. Reengineering an "Introduction to computing" course within a college-wide community of practice. ASEE Annual Conference and Exposition, Conference Proceedings. 2015 Jan 1;122nd ASEE Annual Conference and Exposition: Making Value for Society(122nd ASEE Annual Conference and Exposition: Making Value for...).
Fagen, Wade ; Heeren, Cinda ; Herman, Geoffrey L. ; West, Matthew. / Reengineering an "Introduction to computing" course within a college-wide community of practice. In: ASEE Annual Conference and Exposition, Conference Proceedings. 2015 ; Vol. 122nd ASEE Annual Conference and Exposition: Making Value for Society, No. 122nd ASEE Annual Conference and Exposition: Making Value for...
@article{175c51a63ba4460da5a903db760ff513,
title = "Reengineering an {"}Introduction to computing{"} course within a college-wide community of practice",
abstract = "Widening Implementation and Demonstration of Evidence Based Reforms (WIDER) is a campus-wide, NSF-funded effort to create institutional change in the way we teach core gateway STEM courses. While instruction and course reform has historically been attempted by lone rangers to little lasting effect, WIDER's paradigm is to organize instructors into Communities of Practice (CoPs) to provide mutual support and training, and to encourage and facilitate the organic dissemination of best practices across courses among the members of the community of practice. In particular, mentorship relationships within the community have provided ready avenues for the translation of best practices. In this paper, we describe and analyze the redesign of one such course in the WIDER community, highlighting how the redesign of this course was informed by its involvement within this larger community of practice.",
author = "Wade Fagen and Cinda Heeren and Herman, {Geoffrey L.} and Matthew West",
year = "2015",
month = "1",
day = "1",
language = "English (US)",
volume = "122nd ASEE Annual Conference and Exposition: Making Value for Society",
journal = "ASEE Annual Conference and Exposition, Conference Proceedings",
issn = "2153-5965",
number = "122nd ASEE Annual Conference and Exposition: Making Value for...",

}

TY - JOUR

T1 - Reengineering an "Introduction to computing" course within a college-wide community of practice

AU - Fagen, Wade

AU - Heeren, Cinda

AU - Herman, Geoffrey L.

AU - West, Matthew

PY - 2015/1/1

Y1 - 2015/1/1

N2 - Widening Implementation and Demonstration of Evidence Based Reforms (WIDER) is a campus-wide, NSF-funded effort to create institutional change in the way we teach core gateway STEM courses. While instruction and course reform has historically been attempted by lone rangers to little lasting effect, WIDER's paradigm is to organize instructors into Communities of Practice (CoPs) to provide mutual support and training, and to encourage and facilitate the organic dissemination of best practices across courses among the members of the community of practice. In particular, mentorship relationships within the community have provided ready avenues for the translation of best practices. In this paper, we describe and analyze the redesign of one such course in the WIDER community, highlighting how the redesign of this course was informed by its involvement within this larger community of practice.

AB - Widening Implementation and Demonstration of Evidence Based Reforms (WIDER) is a campus-wide, NSF-funded effort to create institutional change in the way we teach core gateway STEM courses. While instruction and course reform has historically been attempted by lone rangers to little lasting effect, WIDER's paradigm is to organize instructors into Communities of Practice (CoPs) to provide mutual support and training, and to encourage and facilitate the organic dissemination of best practices across courses among the members of the community of practice. In particular, mentorship relationships within the community have provided ready avenues for the translation of best practices. In this paper, we describe and analyze the redesign of one such course in the WIDER community, highlighting how the redesign of this course was informed by its involvement within this larger community of practice.

UR - http://www.scopus.com/inward/record.url?scp=84941993384&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84941993384&partnerID=8YFLogxK

M3 - Conference article

AN - SCOPUS:84941993384

VL - 122nd ASEE Annual Conference and Exposition: Making Value for Society

JO - ASEE Annual Conference and Exposition, Conference Proceedings

JF - ASEE Annual Conference and Exposition, Conference Proceedings

SN - 2153-5965

IS - 122nd ASEE Annual Conference and Exposition: Making Value for...

ER -