The connected learner: Engaging faculty to connect computing students to peers, profession and purpose

The Connected Learner is a re-orientation of undergraduate computing education that focuses on connecting students to peers, the profession, and purpose. The College of Computing and Informatics at UNC Charlotte-comprised of three departments with an undergraduate enrollment of approximately 1,500 students-is a large research institution in an urban setting with a diverse student population. Within this unique context, the project aim is to build a sustainable practice of educational innovation across the undergraduate computing curriculum by increasing faculty awareness of teaching innovations, resources for pedagogical change, and support for teaching practices that engage students. The vision is to create an active learning environment that transforms the student entering the computing undergraduate program from a person with an interest in computing to a person with an affinity identity [1] as a computing professional through these ongoing connections. We employ a systems theory of change for the Connected Learner based on two foundational concepts: flipped classrooms and engagement theory. To achieve related goals of improving student retention and time to graduation, Connected Learner teaching strategies are being integrated across the undergraduate curriculum with an initial focus on introductory gateway courses. Change is occurring via infrastructure supports to sustain learning practices across our college through faculty development initiatives (hiring, training, mentoring, and incentives) that are designed to inform faculty about engagement pedagogies, motivate faculty to adopt these practices, and shift pedagogical attitudes. During the first year of the five-year project, quantitative and qualitative data from students and faculty was collected and analyzed. This data provides a baseline of student attitudes and performance as well as a baseline of faculty attitudes and teaching practices. In this paper, we present the background, context, organizational structure, and research questions for the project. Findings from Year 1 are discussed, including academic outcomes, project milestones, and student attitudes towards new teaching practices. Long-term project goals and expectations are presented.