In this research-to-practice full paper, we explored the perceptions of AI-enabled microlearning as an instructional approach in a second-year introduction to database design and programming course for new technology primary students at an urban Midwestern university. This pilot study was built upon our prior work, where we identified the microlearning instructional design practices to maximize student learning outcomes ([1]–[3]). Our analysis of this study was based on the students' perceptions survey (n=23) and twelve semi-structured interviews. The following research questions guided this study: 1)What are students' overall perceptions of the effectiveness of the AI-enabled microlearning approach? 2What are the perceived benefits and challenges of using an AI chatbot in microlearning modules? Using a single case study design, we collected student perceptions through a survey and semi -structured interviews with novice data science students. The results revealed mixed opinions about the effectiveness of the AI-enabled microlearning approach. Although students initially approached the tool with curiosity and interest, they encountered challenges due to its inconsistent and sometimes inaccurate responses. Nevertheless, participants recognized the potential of the AI tool in simplifying concepts and delivering prompt feedback, particularly for basic database queries. However, the AI tool's limitations in handling complex queries and technical errors affected its reliability. This pilot study emphasizes the need to refine AI tools to improve accuracy, consistency, and contextual understanding while incorporating interactive features and human support. Addressing these challenges would allow educators to harness AI tools more effectively for personalized, technology-enhanced learning in database management and other technical courses. Overall, the findings highlight the potential of AI-enabled microlearning as a valuable instructional approach for teaching introductory programming concepts, with key implications outlined in the study.

In this research-to-practice full paper, we explored the influence of microlearning as an instructional approach based on instructional modes and instructional settings on a second-year introduction to database design and programming course CIT 21400 (Intro. to Data Management) for new technology major students at an urban Midwestern university (IUPUI). This study was built upon our prior work where we identified the microlearning instructional design practices to maximize student learning outcomes [1]. Our analysis was based on students' perceptions, weekly reflection prompt responses, and student course performance data. The following research questions were used to guide this inquiry: 1)What is the difference in student performances while learning through microlearning instruction and recorded lectures in online and flipped classroom settings? 2)How do students perceive microlearning as an instructional approach in online and flipped classroom settings? Our analysis indicated that novice data science students preferred microlearning as an instructional approach compared to recorded lectures in both online and flipped classroom settings. Specifically, students perceived microlearning to be an effective online instructional strategy and it helped them to be productive. The learners also stated that they were more motivated, experienced less cognitive load and are better engaged with learning content through a microlearning approach compared to recorded lectures in both online and flipped class settings. The quantitative analysis indicated that the students quiz performance and exam performance was better, though not statistically significant in online classroom compared to flipped classroom setting. The course instructor's presence in flipped classroom settings could be attributed as a confounding factor, nevertheless the study findings suggest that microlearning approach is better suited for online students compared to other modes of instruction. Overall, this inquiry suggests the potential of microlearning as an instructional approach for teaching and learning introductory programming concepts. Some key implications of the findings are also addressed.

The low sense of belonging and self-efficacy have been identified as key factors for underrepresented students not choosing computing careers and retaining in computing disciplines. Researchers advised that without adequate mentorship and role models, many of these students do not view computing as a viable option. Even though several works utilized mentoring, they do not provide detailed guidelines on how this may have been accomplished and how it could be applied to other settings. In this study, we explore the efficacy of incorporating mentoring into the curriculum of an introductory undergraduate computing course. In this work, we seek the answer to the following two research questions: (1) How do culturally diverse mentor-mentee relationships impact the sense of belonging, computing identity, and self-efficacy of underrepresented students in computing programs? (2) How does the integration of mentoring initiatives influence the perceptions of underrepresented students toward computing majors? We implemented mentoring practices in the Fall of 2022 and results show that our mentoring interventions were able to improve participants' sense of belonging and computing identity. Mentors and mentees also shared positive opinions toward our initiatives.

This research-to-practice full paper describes our integration of global learning perspectives through a research-based group project in a First-Year Seminar course for new technology major students at our urban Midwestern university, IUPUI (Indiana University - Purdue University Indianapolis). Since 2003, the ACE (American Council on Education) has emphasized global competencies, which are defined as "the attitudes, skills, and knowledge to live and work in a multicultural and interconnected world". Despite the increasing recognition of the importance of developing these global competencies, opportunities for young people to do so suffer from issues of accessibility. Educational institutions are challenged with providing opportunities to prepare students for global citizenship in the twenty-first century and are working to expand global competency education. Our undergraduate institution is no exception.In accordance with this mission, we incorporated global learning perspectives through a group project in our First-Year-Seminar course to increase students’ interest in global learning experiences (such as studying abroad) and provide resources for students to develop global competencies. This is important both for personal development in the quest for a more equitable world and employability; employers repeatedly convey that awareness of global issues is a highly desirable characteristic in potential hires.In our implementation, students selected a global issue, chosen from the United Nations Sustainable Development Goals database, which had unique significance to them and their communities. This approach allowed space for students to take ownership and agency over the content of their learning experiences while ensuring they engaged with the following learning objectives:1)Team collaboration, communication, and cohesion2)Conducting independent research on a global problem and its solutions3)Synthesis of information from multiple sources and perspectives to develop an informed stance4)Developing a stance regarding a global problem and justification of this stance using data5)Creating a well-organized deliverable with consideration for the audience (i.e., their peers) and contextWe point to course survey data and student reflections to evaluate our course. Students conveyed how the course structure enabled them to (a) consider global perspectives around issues that may or may not have been salient to them before the course, (b) experience empathy for people experiencing challenges related to the issues of interest and gratitude for their circumstances, and (c) consider their personal role in addressing global issues in their communities. Students also indicated an interest in further addressing such issues through self-education and advocacy on a community and political scale.To further expand efforts to make global competency education accessible, our next implementation will utilize Collaborative Online International Learning experiences in which students virtually collaborate with students outside of the United States through our local Office of International Affairs. Through these collaborations, students will be challenged to consider how such global issues manifest in different communities, cultures, and geographic regions and the implications of these differences for solution design.

The following Research-to-Practice full paper presents the outcomes of a remote synchronous flipped classroom implementation of a senior-level data management course. As flipped classroom models of instruction have gained popularity in higher education, it has prompted the need for an investigation into content-specific methods for flipped curriculum design. Our work identified and implemented flipped classroom design factors in an Advanced Database Design (CIT 44400) course to address a gap in research around flipped classroom models within undergraduate data-science courses. Through literature review, we identified a set of eight factors of effective flipped classroom instruction and evaluated them via survey, focus group, course evaluation, student performance, and interview data. We segmented designed course activities which incorporated these eight factors with a set of learning objectives that emphasized collaborative iterative practices to position students as designers and evaluators of solutions to industry-authentic problems. Instructional design factors were evaluated via course evaluations and student surveys followed by an activity-based qualitative analysis of focus group, instructor interview, and student free-response data to understand student perceptions of instructional approaches, intended versus practical outcomes of such activities, and guidelines for future course design iterations and research. We argue instructional design must be student-centered and consider student goals alongside those that are ‘scripted’ into the course structure to best serve, motivate, and engage students. During the Fall 2020 implementation of CIT 44400, we prioritized learner independence, peer collaboration, and critical thinking in the instructional design, selecting flipped methodologies with the intention of fostering these skills in senior students. In light of Covid-19, the course was adapted to be synchronous online. Regardless of these unforeseen constraints, student performance and course evaluation data indicate that with peer and instructor feedback, students were able to apply course content appropriately in their final independent project as evidenced by a 12% increase in assessment scores and an improvement in students average overall final course grades from a ‘B’ to an ‘A-’ as compared to the previously taught Fall 2019 lecture-based section of the same class. Course evaluation scores also improved from 3.22 to 3.66 from Fall 2019 to Fall 2020. Self-reported survey data from students indicate that (a) feedback from the instructor, (b) small group work, (c) revision of work based on feedback, and (d) solution evaluations were the most positively impactful instructional design elements throughout the course. In particular, students mentioned one-on-one scaffolding from the instructor as beneficial for their learning. Students also communicated challenges faced during the pandemic, complaints, and recommendations for future course iterations. Data from focus group discussions conveyed that students (a) generally had positive learning experiences despite the constraints of learning exclusively online and (b) developed the industry-specific collaborative practices which were designed into the forefront of our instructional model. The flipped classroom design and implementation process in this research is transformative and can be employed by other STEM disciplines to design a domain-specific flipped model for their classroom which considers the needs of one's students, the challenges of the current time, and the state of the field at large.

This Research to Practice Full Paper presents a framework to evaluate and design flipped classroom activities for data science and management courses. Variants of flipped classrooms have been employed in STEM fields with great success in students' learning outcomes. Research shows that flipped classrooms would improve students' learning if it is implemented following rigorous procedures of an efficient instructional design. As a result, one of the critical focus of current flipped classroom research is what factors educators need to consider when designing a flipped learning environment. Currently, educators incorporate various factors such as "pre-recorded video lecture", "group activity" as a trial and error basis and adjust these factors based on their own experience and students' feedback. On the other hand, the emergence of big data expects a new graduate to demonstrate mastery of concepts and skills for data acquisition, management, and analysis of inference from data when they enter the workforce. Currently, there is no systematic approach available to design a flipped classroom that is for the data science and management courses. In this research, we develop a framework first to investigate and evaluate the flipped classroom factors mentioned in the literature and identify a few that are most relevant to the two data management courses at our institute. Then, we classify each course topics into broader categories. So that the flipped classroom model can be developed for each category. For the flipped classroom for each category, we identify the pre-class and in-class activities to meet a certain learning objective for that topic category for each course. To evaluate the effectiveness of different factors as well as our flipped classroom models, students' performance data, interviews, and surveys are conducted. This process is transformative and can be employed by other STEM disciplines to find the most influential factors to design effective flipped learning classrooms.

This research to practice full paper describes our cross-course knowledge integration approach, which uses a project-based learning environment. The structure and instructional pedagogies of some of our data management concentration courses in our department have not changed in a long time. Most of our data management courses cover theoretical knowledge without showing their practical applications. As a result, students don't find those courses interesting enough. In addition, none of our data management courses require cross-course interactions, which is the current instructional pedagogical direction. With the goal of addressing these issues and improving student learning, faculty employed a cross-course knowledge integration model to teach the advanced database design course CIT 44400. We redesigned this advanced database course as part of our data management curriculum enhancement also to align with the trends of the IT industry and to enable students to correlate knowledge learned in various courses. In this redesign process, we integrated a project that aligns with industrial projects in this higher-level course curriculum, so that students can integrate and apply theoretical knowledge gained in lower-level courses through participating in a project-based learning approach, using current technology of the field. Evaluation results show crosscourse knowledge integration-based pedagogy gives students comprehensive knowledge that improves students' performance and helps them link and apply knowledge learned in various courses.