2025 ASEE Annual Conference & Exposition

Flexible Learning Cycles: Introducing Agile Constructivist Pedagogy

Presented at Software Engineering Division (SWED) Technical Session 2

This study explores a novel instructional approach that integrates agile methodologies with traditional teaching practices to enhance learning outcomes in an introductory Computer Science (CS1) course. A high rate of D, F, and Withdraw (DFW) grades, coupled with student dissatisfaction in previous iterations, prompted a comprehensive redesign of the CS1 curriculum at a mid-sized public land-grant university. The redesigned course emphasizes student-centered learning, incorporating strategies such as near-peer instruction, supplemental tutoring, and flexible assessment timelines. These changes aim to help students engage more effectively with core computing concepts at their own pace. Grounded in a constructivist framework, the course encourages active knowledge construction through hands-on activities and iterative feedback. Preliminary results show a substantial reduction in DFW rates and increased student satisfaction, leading to a cohort better prepared for advanced computing coursework and more capable of applying computing principles across disciplines. This paper details the redesigned course structure and evaluates its effectiveness through a constructivist lens, suggesting that this agile-inspired model promotes more positive learning experiences and improved outcomes in CS1.

Authors

Dr. Mike Borowczak http://orcid.org/0000-0001-9409-8245 University of Central Florida [biography]

Dr. Borowczak, currently an Associate Professor of Electrical and Computer Engineering at the University of Central Florida, has over two decades of academic and industry experience. He worked in the semiconductor, biomedical informatics, and storage/security sectors in early-stage and mature startups, medical/academic research centers, and large corporate entities before returning to the US public university system full-time in 2018. His current research interest are focused on automation for design, development, and assessment of resilience, robustness, and security of electronic devices and systems which currently includes topics such as: advanced/novel cryptographic logic primitives (polymorphic, homomorphic, quantum-enhanced), assessment and evaluation of assistive technologies on semiconductor design and post-manufacturing operation, development and detection methods for AI-based sabotage. He and his students have published over 100 journal and conference publications. His research has been funded (~$8.5M since 2018) by federal, national, state, and industrial entities.
Dr. Andrea Carneal-Burrows Borowczak http://orcid.org/0000-0001-5925-3596 University of Central Florida [biography]

Dr. Andrea C. Burrows Borowczak is the Director and a Professor in the School of Teacher Education at the University of Central Florida (UCF) in the College of Community Innovation and Education (CCIE). She received her doctorate degree from the University of Cincinnati in 2011. She has received multiple awards and grant funding, published many journal articles and conference works, and continues promoting STEM education and integration in traditional and non-traditional settings. She was elected PCEE Division Chair for 2022-2023 and 2023-2024.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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