Reengineering an Introductory Computer Education Course for Undergraduate Students

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Author(s): Farhat (Meena) J. Lakhavani (Carnegie Mellon University, USA)and April Rupp (Carnegie Mellon University, USA)
Copyright: 2013
Pages: 16
Source title: Cases on Interdisciplinary Research Trends in Science, Technology, Engineering, and Mathematics: Studies on Urban Classrooms
Source Author(s)/Editor(s): Reneta D. Lansiquot (New York City College of Technology of the City University of New York, USA)
DOI: 10.4018/978-1-4666-2214-2.ch004

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

Computing@Carnegie Mellon (C@CM), a required 3-unit course for all incoming Carnegie Mellon undergraduate students, went through total reengineering during 2010. The content, the delivery method, and the support model for this course were all changed simultaneously. The objective of this case study is to share experiences in reengineering this introductory computer education course, including experiences with reengineering the content, the delivery method, and the support model in a rapid rollout mode. Specifically, this case study will discuss lessons learned and speculate on the next step for future academic years based on the successes and challenges in teaching this reengineered course to 1,683 students during the 2010-2011 academic year.

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Reengineering an Introductory Computer Education Course for Undergraduate Students

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