PEDAGOGICAL PATTERNS USED IN INTRODUCTORY PROGRAMMING COURSES AT MVILLE

How to reconcile difficulties in learning and teaching complex subject of Computer Science(CS)? The need for introductory CS courses for all college students is well established, as they benefit by instilling critical reasoning and making rigorous computer code. During the course non CS majors are overwhelmed by programming language syntax and strictness in coding. How to make non CS majors enjoy the struggle of finding syntax errors, looking for paths to solve problems, and rewriting program codes? Pedagogical patterns, such as spiral model, learn from errors, test tube, design recipes evolve from active learning in computer labs.

Manhattanville College (Mville) is a liberal arts school that offers major in CS, but many non CS major students take introductory programming courses to satisfy quantitative reasoning. During lectures and labs, students use computers to actively follow the work of an instructor. The non CS major students need to be provided with more support and different approach from CS students. Non CS major students' comments and inputs suggest new pedagogical patterns: Language Reinforced Paradigm and Active Learners. The analysis shows that such patterns have positive effects on students learning and grades.