Peer instruction: do students really learn from peer discussion in computing?
Proceedings of the seventh international workshop on Computing education research
Collaboration across the curriculum: a disciplined approach todeveloping team skills
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Process oriented guided inquiry learning (POGIL) for computer science
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Promoting student-centered learning with POGIL
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Cooperative learning instructional methods for CS1: Design, implementation, and evaluation
ACM Transactions on Computing Education (TOCE) - Special Issue on Alternatives to Lecture in the Computer Science Classroom
Teaching human-centered security using nontraditional techniques
ACM Transactions on Computing Education (TOCE) - Special Issue on Alternatives to Lecture in the Computer Science Classroom
Can peer instruction be effective in upper-division computer science courses?
ACM Transactions on Computing Education (TOCE) - Special Issue on Alternatives to Lecture in the Computer Science Classroom
Using POGIL to help students learn to program
ACM Transactions on Computing Education (TOCE) - Special Issue on Alternatives to Lecture in the Computer Science Classroom
Talking about code: Integrating pedagogical code reviews into early computing courses
ACM Transactions on Computing Education (TOCE) - Special Issue on Alternatives to Lecture in the Computer Science Classroom
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Active learning in the college classroom has long been promoted as more effective than traditional lecture. Increased adoption of these instructional practices is recommended in several prominent national reports as well as a new National Science Foundation program. The goal of this special issue is to share evidence-based instructional practices that have been applied to computer science education. With collaborative learning, students interact with each other to achieve a common learning goal. Peer Instruction is an active pedagogy pioneered in Physics education in which most lecture time is replaced with students answering carefully designed multiple-choice questions. Chemistry faculty developed and refined an inquiry-based pedagogy called Process-Oriented Guided-Inquiry Learning (POGIL). The fields of Architecture and Fine Arts promote student collaboration in studio-based learning.