Group 4

Felix Jose
Jill Pearse
Nathalie Risso
James Conder
Henry Potter
Hejintao Huang
Morgan Eisenlord

1. What are good general outcomes?

- Motivate the students to want to learn coding and computation

- How to interpret data and graphs

- For upper level classes, a higher level outcome that asks the students to evaluate, assess, and interpret

- Bring the wealth of data that is accessible into the classroom

- Think with a systems approach - understanding how systems are connected

- Evaluate if the results they get are reasonable  

-Integrate knowledge from other courses they've taken

2. What are examples of learning outcomes in a course you teach?

- Get them to be willing to engage with MATLAB

- Analyze data to obtain relevant system information using tools from statistics and computer programming

- downloading netcdf data files and visualizing the data  

- Download, manipulate, and visualize different geoscience datasets

 

Second Set of Discussion Questions:

3. How do you assess student performance and learning?

-Have students do a report and presentation

-Have them explain their thought process for writing the code (a recipe)

-Flipped class works well for coding: prerecord a video they have to watch before class (and complete a quiz)

-Peer assessment of code before being graded by the instructor

-Review the quality of figures relative to how they are expected to appear

4. What challenges do you have assessing student performance relative to your planned learning outcomes?

-students often have no coding background and no prior knowledge of computer science concepts and how computers work

-it's not obvious to them that a code in one language can be converted into another language

 

5. What techniques or tools can you adopt to help?

Live scripting seems promising to engage students in learning to code as the outputs are visible side by side with the code execution.

Get students to use CHat GPT to convert their code from one language to another and compare them