Integrating technologies to support students and create meaningful connections
General description of the project
This pilot project was designed as a research initiative to evaluate strategies aimed at enhancing the student experience in two introductory programming courses within the Department of Computer Science. Following the implementation of two coding bootcamps, the analysis of results will enable faculty to make evidence-based decisions regarding the integration of key activities into the curriculum, extending the benefits beyond the initial group of participants. The positive outcomes highlight students’ satisfaction with the bootcamp experience, the activities’ impact on their academic performance, and their increased engagement with their studies and professional development.
Technologies
Social Media Groups – WhatsApp groups were established for staff, mentors, project participants, and peer mentors, as well as for individual communications between the project director and participants, and between mentors and their assigned students. The primary purpose of these groups was to maintain direct communication with students, demonstrating care and support for their academic success. This approach allowed the Principal Investigator (PI) to reach out to students whenever necessary. Peer mentors and the project director maintained regular contact with participants through frequent messages. When students failed to attend scheduled activities, they were invited to meet with the PI to discuss any personal or academic issues that might be affecting their attendance or performance. Continuous communication proved to be a key factor in preventing students from feeling disconnected from the program and fostering their sense of belonging.
Canva and Canva AI – Canva was utilized throughout various components of the project, primarily for the creation of digital content for instructional online modules. This content served as supplementary material to support both the course and the resources provided by the instructor. The design of videos and other digital materials was shared through the institution’s Learning Management System (LMS). Within Canva, images, visuals, and engaging elements were integrated to enhance the learning process, capturing students’ attention and facilitating their understanding of programming concepts, which are often abstract during introductory courses.
Subsequently, Canva AI was employed to generate code for the development of interactive games, integrating what is now referred to as vibe coding. The project director was responsible for designing these interactive games for use in activities such as the Quiz Bowl and other informal learning sessions, as they were not part of the formal course curriculum. The use of Canva AI significantly reduced the time required to design extracurricular activities that captured students’ interest, while also providing an opportunity to display and analyze the underlying code of each game.
Kahoot – Kahoot was incorporated into several activities to promote knowledge exchange and teamwork through interactive games designed to identify correct responses collaboratively. This technology was selected due to its familiarity, visual appeal, and high level of engagement among participants.
Power BI – Power BI was employed in the project for the design of eight interactive dashboards using data collected during the research phase. The dashboards include filters that enable comprehensive data analysis as well as segmented analyses based on various variables, providing insights into the experiences of participants, mentors, and staff. These dashboards have allowed the project team to make evidence-based decisions and present findings to the administration in an innovative and user-friendly format.
Tech Journey – The Tech Journey activity was implemented in both bootcamps as part of a storytelling initiative. This activity consisted of a workstation equipped with laptops and tablets, allowing participants to provide feedback on their shadowing experiences and on the project overall. Participants shared lessons learned and reflected on the most meaningful aspects of their experiences with peers and project staff. The comments collected were later compiled and presented in posters shared with faculty, students, and the broader academic community. To carry out the Tech Journey activity, participants used a Canva template to share their experiences. Another group agreed to share their reflections in video format, which were later published on the YouTube platform.
Explain project results
Participants in the pilot project emphasized the value of their experiences during the bootcamp, expressing their desire for all students to have similar opportunities to engage in company tours, shadowing experiences, and other related activities. They strongly recommended future participation in the bootcamp to their peers. Feedback collected during the closing activity and tech journey of each bootcamp reflected high levels of satisfaction and recognition of the relevance of these activities to their academic development. Additionally, the Department of Computer Science reported an increase in student retention during the academic year in which the pilot project was implemented. The positive outcomes were not only perceived by the participants but also supported by data gathered throughout the research phase of the project.
Why it should be considered best practice?
Although the bootcamp was implemented in two programming courses within STEM fields, the same structure can be adapted and replicated across different disciplines in alignment with their specific curricula. First-year students, enrolled in STEM or non-STEM programs, Hispanic and other minority backgrounds may benefit from the sense of belonging fostered by this type of initiative.
The activities provided students with opportunities to engage with their peers and professors in informal, extracurricular settings. Such environments encourage the development of meaningful connections, allowing students to feel more comfortable seeking clarification, asking questions, or requesting academic support throughout their studies. Moreover, students interacted with a diverse range of professionals representing various areas of specialization and positions across multiple companies. Listening to these professionals share their experiences as former students and observing their current roles helped participants envision themselves as future professionals, strengthening their motivation and focus toward achieving their academic and career goals.
Beyond programming, activities such as real-world learning experiences, professional guest talks with alumni, shadowing opportunities, and company visits contribute to students’ engagement and professional identity formation across disciplines. While this is not a “one-size-fits-all approach”, replicating the project with discipline-specific adaptations can significantly enhance the overall student learning experience.
Highlights of your proposed presentation
In general, the proposed presentation will provide a detailed overview of the main activities conducted during the pilot project, along with a general description of the project participants. The presentation will highlight the activities with the greatest impact, particularly real-world industry experiences and shadowing opportunities with a variety of IT professionals.
Results will be shared regarding the impact of these activities on students, drawing from reflections collected from students during the Tech Journey. Additionally, the presentation will compare the academic performance of participants versus non-participants in the project. Grade analysis showed that participants of the project demonstrated better performance in the course compared to their non-participant peers. These results support the effectiveness of implementing such activities in enhancing students’ academic outcomes.
The Evaluation Committee will evaluate submitted proposals based on the following criteria. Each area will be rated on a scale from 1 to 5 (1= non-satisfactory; 5 =outstanding), for a maximum of 45 points.