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IST Researchers Receive NSF Grant to Design Collaborative, Problem-Based Case Studies
10/24/2007
by Margaret Hopkins
A new approach to undergraduate education in computer and information science and engineering (CISE) education emphasizing collaborative case studies is the focus of an NSF grant of $505,587 recently awarded to two IST researchers. by Margaret Hopkins
Jack Carroll, the Edward M. Frymoyer Professor of Information Sciences and Technology, and Craig Ganoe, IST instructor, are leading the three-year project. The two have extensive software-development and design experience with systems which facilitate collaboration through group projects.
While case studies are widely used as a teaching tool, they typically involve individual-analysis and group-discussion activities. The IST researchers plan to explore a new form of case study which will require teams of students to solve a problem through developing a process and applying knowledge creatively.
The researchers’ aim is to give students first-hand experience using classroom knowledge and skills in the solution of real-world problems which closely model the work of IT professionals.
“We are proposing a new paradigm for undergraduate education in CISE,” Carroll said. “Besides developing new designs for case studies which require team interaction, we also will be using technology systems to support the students’ collaboration.”
As part of the grant, the researchers will apply collaborative tools to case studies of actual system development projects with extensive requirements, design and evaluation documents. These tools will enable synchronous and asynchronous work sessions as well as end-user authoring and annotation.
The researchers anticipate collaborative case studies could help to reverse the trend of declining enrollment in undergraduate CISE degree programs.
“More engaging strategies and technology are required to address this challenge,” Carroll said. “The use of collaborative case-based projects will give undergraduates considering system-development careers realistic experience as they learn.”
