Focusing on the quality of education, skills, and employability of our graduates in computingrelated fields, this work proposes a cost-effective approach to achieve these goals. The Evaluation and Proficiency Infrastructure, Curricula, and Services (EPICS) extends successful methods in other units on campus in an innovative way as synergistic combination of faculty, Graduate Teaching Assistants (GTAs), and educational technology using the Canvas Webcourses Learning Management System (LMS) already in use at our college. We integrate computer-based evaluation with a close-knit review and learning cycle based on directed and open tutoring to collectively form the Evaluation and Proficiency Center (EPC). Initial results have been encouraging, as students' test scores and survey results indicate a 43% reduction in D or F grades compared to a section of the same course with the same instructor, using conventional delivery, and overwhelmingly positive responses from students regarding the effectiveness of pedagogical strategies (i.e., Exemplar Vignettes, content tutoring), assessment models (i.e., electronically delivered quizzes, flexible scheduling, use of testing center), and tutoring strategies (i.e., self-paced, exam results review). In this manuscript, the EPICS process, as well as results collected from student performance and perceptions of the initial implementation, will be addressed. engages students in an innovative flipped model to master skills outside of class using open resources, enforces rigorous skill demonstration without aides using an electronically-based testing facility, and enables scaffolding practices between students and more knowledgeable GTAs.
IntroductionIn EPICS, student engagement is initially increased through the replacement of all homework assignments with detailed already solved Exemplar Vignettes on odd weeks, and corresponding electronic formative assessments during even weeks. Second, utilizing a flipped classroom model, learners are assessed at their preferred time within a one-week Evaluation Window in a EPICS uses a layered remediation hierarchy to resolve two fundamental hurdles to utilizing electronic evaluation within STEM curricula. First, a taxonomy of online assessment instruments facilitates design problems beyond rote multiple choice. Thus, problems with partial credit, which are isomorphic to pencil-and-paper based exams, become deliverable electronically. Meanwhile handwritten image files are retained for strengthening the learner's soft skills through one-on-one clarification with Content GTAs. Second, STEM learners require extensive guidance and student-specific coaching to hone their proficiency on subtle design aspects. A hierarchy of expertise facilitates these roles within a rapid feedback loop. A detailed financial cost model was developed which indicates that tutoring can be provided at no additional expense, by attaining a breakeven point between the grading hours avoided and the test proctoring hours required. This is shown to occur for a comb...
