Clifton Kussmaul

Offshore outsourcing: current conditions & diagnosis

2. ERNEST FERGUSON Shock waves still resonate after the widely cited 2002 Forrester Research report predicted at least 3.3 million white-collar jobs and

Process oriented guided inquiry learning (POGIL) for computer science

136 billion in wages are expected to shift overseas by 2015 [8]. The report predicts nearly 1 million IT-related jobs will move offshore over the course of the next 15 years [4]. For computer scientists between 2000 and 2001, the jobless rate jumped from 2% to 5% [8]. Programming and general software development is no longer a specialized or rare skill. IT unemployment has resulted in decreased computer science / information systems enrollments throughout the United States.

Process Oriented Guided Inquiry Learning for Soft Computing

This paper describes an ongoing project to develop activities for computer science (CS) using process oriented guided inquiry learning (POGIL). First, it reviews relevant background on effective learning and POGIL, compares POGIL to other forms of active learning, and describes the potential of POGIL for CS. Second, it describes a sample POGIL activity, including the structure and contents, student and facilitator actions during the activity, and how activities are designed. Third, it summarizes current progress and plans for a NSF TUES project to development POGIL materials for CS. Finally, it discusses student feedback and future directions.

Agile development in computer science education: practices and prognosis

This paper describes several process oriented guided inquiry learning (POGIL) activities focused on soft computing (genetic algorithms, neural networks, and fuzzy systems). The paper provides background on POGIL, illustrates several activities, summarizes student feedback, and discusses lessons learned and possible future directions.

Promoting student-centered learning with POGIL

Agile approaches to software development share a particular set of values [2,4]: Individuals and interactions over processes and tools. Working software over comprehensive documentation. Customer collaboration over contract negotiation. Responding to change over following a plan.Many agile methodologies were developed in response to so-called disciplined methodologies that emphasize detailed documentation and formal processes, and that are often associated with ISO compliance or the CMM. However, there is growing recognition that both agile and disciplined approaches have advantages, and that often a combination can be very effective [1].Many faculty are exploring and experimenting with ways to integrate agile concepts and practices into academic programs in areas such as computer science, software engineering, and information systems. This special session will help us work together in agile ways to better understand the importance and role(s) of agile concepts and practices, successful ways to incorporate them in academic settings, potential pitfalls, and key questions that should be explored further. We want to gather input from a wide range of people in different sub-disciplines and programs.We will begin with a very brief overview of agile concepts and practices, followed by brief statements from each of the five speakers, to give other participants a sense of the range of possibilities (25 min). Next, we will poll participants to identify a set of topics within agility that they want to discuss further (5 min). Participants will then gather into subgroups for each topic, and each subgroup will identify best practices, interesting ideas, and open questions for that topic (30-35 min). Each subgroup will then give a brief report to the entire group, and we will conclude with a few minutes of general discussion (10-15 min).

Results from a Survey of Faculty Adoption of Process Oriented Guided Inquiry Learning (POGIL) in Computer Science

POGIL (Process Oriented Guided Inquiry Learning) is a type of learning based on the principle that students learn more when they construct their own understanding. Rather than teaching by telling, POGIL instructors provide activities that guide students to discover concepts on their own. Students work in groups, encouraging them to discuss their findings with their peers. Not only do students learn the material better, but the very process of discovery teaches them to be better problem solvers. This special session will provide SIGCSE attendees the opportunity to experience a POGIL activity for themselves. The presenters will share guided inquiry activities tested in our classrooms. We will discuss ways that POGIL may be used to transform computer science classes at all levels, from high school to graduate-level classes, from small schools to large universities.

Using POGIL to help students discover CS concepts and develop process skills (abstract only)

This paper presents an analysis of CS faculty perceptions of the benefits of POGIL, the obstacles to POGIL adoption, and opportunities for professional development. Participants strongly agreed that with POGIL, students are more engaged and active, develop communication and teamwork skills, and have better learning outcomes. The largest perceived obstacle was lack of preparation time; other obstacles included availability of relevant POGIL activities and pressure to cover more content. Participants expressed a desire for further training and mentoring beyond workshops. Our data analysis also considers bivariate associations and interactions. The results should help to improve professional development for CS faculty adopting evidence-based strategies, and thereby help more CS students to be successful.

Using POGIL activities in computer science classes (abstract only)

This workshop is for anyone who teaches CS, and introduces process-oriented guided inquiry learning (POGIL) in computer science. POGIL is based on learning science, and shares characteristics with other forms of active, discovery, and inquiry learning. In a POGIL classroom, teams of 3-5 learners work on instructor-facilitated activities. Through scripted inquiry and investigation, learners discover concepts and construct their own knowledge. Using assigned team roles and meta-cognition, learners develop process skills and individual responsibility. Studies show that POGIL can significantly improve student performance. POGIL has particular potential for CS education. Software development is largely a team-based problem-solving activity, and POGIL helps students to learn from each other and develop problem-solving abilities as well as important team process skills. POGIL has been developed and validated over the last 15 years in a range of STEM disciplines. The workshop consists primarily of hands-on team activities. Participants will work through CS activities and a set of meta-activities to explore POGIL practices and activity structures. Participants will also begin to draft parts of their own activities. More information and materials are available at http://cspogil.org and http://pogil.org, including sample activities for topics in a variety of CS courses. Laptops optional. This material is based upon work supported by the National Science Foundation under grant DUE-1044679.

Special Session: Perspectives on Adopting and Facilitating Guided Inquiry Learning

POGIL activities are carefully designed to guide students to discover and explore concepts while encouraging students to practice process skills (e.g., team work, leadership and problem solving). Many college instructors have written POGIL activities for CS 1, CS 2, Software Engineering and other upper division CS classes (http://www.cspogil.org). High school teachers are also writing POGIL activities for the AP Principles course. This BOF is an opportunity for educators to share POGIL activities and ideas for improving group dynamics and encouraging reflection. We welcome everyone interested in learning more about POGIL and will provide information on regional POGIL workshops.

Onshore and Offshore Outsourcing with Agility: Lessons Learned

POGIL (Process Oriented Guided Inquiry Learning) is based on the principle that students learn more when they construct their own understanding. Instead of attending lecture, student teams work through POGIL activities to discover concepts on their own, while instructors circulate and facilitate learning. Students learn the material better, and this constructivist approach also teaches them important process skills, including critical thinking, team work, and leadership. In this special session, SIGCSE attendees will experience a POGIL activity for themselves, learn about the structure of POGIL activities (through a POGIL meta-activity), and hear perspectives from teachers who recently adopted POGIL activities available at http://cspogil.org. We will share classroom-tested guided inquiry activities and discuss how POGIL can transform CS classes at all levels, from high school to graduate-level classes, from small schools to large universities.