The 8th Symposium on Education

2.4
PEDAGOGY AND TECHNOLOGY EXPERIMENTS IN THE DEPARTMENT OF METEOROLOGY AT SAN JOSE STATE UNIVERSITY

Scot C R. Rafkin, San Jose State University, San Jose, CA

An experimental course in C programming, delivered in the Department Meteorology at San Jose State University in the Fall Semester of 1997, is documented in this paper. This required programming course was unique in that instructional techniques were framed around outcome-, project-, and collaborative-based pedagogy. In addition, content delivery was via traditional lecture and synchronous and asynchronous distance learning aided through web-based instruction, email and one-on-one chat software. The six-hour per week class was held in the new Meteorology Computer Lab containing approximately twelve PCs running the Slakware distribution of Linux--the GNU version of the proprietary UNIX operating system. Assessment was based on the student's ability to demonstrate a minimum level of proficiency in thirteen identifiable C programming areas. The thirteen areas were incorporated into small projects and problems that students had to solve individually and in groups. Each of these projects and problems were part of an overarching class problem: building a parcel model. Evaluation of the effectiveness of the course is gleaned through student performance and feedback, and through instructor observation. Overall, the unique combination of pedagogy and technology provided an effective teaching and learning environment. Of particular note was the increased instructor contact time made available through distance learning technology, and the increased "buy-in" of students into the learning experience. The major drawbacks to the course include a significant increase in instructor preparation time, and a decrease in the quantity of delivered material. However, the positive aspects and benefits of the course more than outweigh the negative

The 8th Symposium on Education