Developing Coding Bootcamps to Enhance the Learning Experience in STEM
General description of the project
This pilot project provides opportunities for students to engage with their studies, while enhancing their programming skills. The overall goal of this project is to enhance the student’s experience in two programming courses from their baccalaureate degree in Computer Science. The courses are Algorithms and Program Development I (COTI 3101) and Algorithms and Program Development II (COTI 3102). The project fosters student interest and learning in programming by developing Coding Bootcamps as co-curricular activities that offer students the opportunity to learn how to code in a variety of learning formats and schedules. Coding bootcamps included a mix skill-specific training, interaction with alumni and IT professionals, among others activities.
An online module for each bootcamp was designed using Moodle platform. Coding Bootcamp Level 2 included four main activities, which were developed and carried out during the first semester of the 2024-2025 academic year. In addition to this module, the project included four main activities: peer mentoring, a quiz bowl event, a company tour, and shadowing experiences. Other minor activities were also part of the bootcamp, including the opening and mentor sessions, the alumni challenge, the shadowing challenge, individual meetings with faculty, and the closing activity.
Research findings demonstrate the positive impact of these experiences on student motivation, which, in turn, influences retention rates. The average age of participants was 20 years. Participants were 100% Hispanic, with 80% identifying as male and 20% as female. Most of the participants (85%) of the bootcamp were taking the course for the first time.
Coding Bootcamps at UPR Ponce is an NSF funded project that began in April 2024, awarded to the Computer Science Department. The program focuses on Hispanic-Serving Institutions that aim to enhance STEM education.
Technologies
During the project, different technologies were used to carry out the activities established. For the online modules, videos were designed and uploaded to YouTube, then embedded in Moodle as the Learning Management System. These videos covered different introductory topics in Java programming, aligned with the course syllabus. Interactive activities were included in all lessons as a strategy to review module content. These were developed using H5P (HTML5 Package), which allows educators to create content such as multiple-choice questions, true/false questions, and concept-matching activities. This type of activity provides feedback to students and can be configured to allow multiple attempts, enabling students to review the content.
For the Quiz Bowl event, several question forms were created in Kahoot, making the group competition categories dynamic. Additional categories were created in Canva, allowing students to interact and share correct answers in real time. QR codes were also shared at all main face-to-face project activities, directing students to Microsoft Forms. These links facilitated the collection of assessment and research data. Finally, results will be presented in a dashboard created in Power BI, which is a business analytics service provided by Microsoft. The project dashboard enables users to visualize results with its user-friendly interface.
Explain project results
Three alumni agreed to share their experiences with the participants during the Alumni Challenge activity, where attendees gained a clear understanding of the challenges the alumni faced during their studies and after entering the workforce. A collaboration agreement was also established with a company in Guaynabo, Puerto Rico, allowing project participants to visit their facilities during the Company Tour. The project successfully established collaboration agreements with six additional IT departments across various companies in Ponce and Juana Díaz, Puerto Rico, enabling students to participate in shadowing experiences. These shadowing experiences allowed students to visit IT departments, where they could observe and learn directly from IT professionals. This hands-on experience helped them understand the practical applications of their knowledge and develop a clearer vision of their future careers.
Positive results were obtained in all face-to-face activities, with a satisfaction rate of 100%. Students provided excellent feedback on all the main activities from the bootcamp during the first phase of the project. On a scale from 1 to 10, they rated the activities as follows: Alumni Challenge (9.63), Quiz Bowl Event (9.38), Company Tour (9.79), and Shadowing Experiences (9.68). Overall, participants expressed very positive feedback, and 100% would recommend these types of activities to their peers.
Respondents indicated they were very satisfied with the activities, and the proposed presentation will share results broken down by the evaluation criteria used as research variables. More than 10 activities were included, which were distributed over the 15 weeks of the academic semester. The findings will allow for improvements in the strategies used to enhance students’ sense of belonging and their integration with peers and professors. The data can be utilized to promote future similar experiences that help create a space of trust.
Why it should be considered best practice?
The pilot project incorporates innovative practices and various strategies to enhance student learning experiences in a core course within the Computer Science curriculum. This initiative includes activities within a Coding Bootcamp, consisting of an online learning module that covers the course topics, as well as extracurricular face-to-face activities. As a result, the bootcamp offers a unique and engaging learning experience for students.
The field of computer science is one of the STEM areas that has been studied due to its low retention rates, and this trend is even more pronounced among Hispanic students. This project aims to boost student motivation, foster a sense of belonging, and improve retention among Hispanic students. Bootcamps typically involve intensive short courses, and in this project, the bootcamp was designed as a blend of academic learning activities and real-world industry experiences. This approach allows students to gain insights into the workplace right from the beginning of their programming courses.
The bootcamp is structured to create a supportive environment where participants can connect with peers and faculty members, facilitating networking opportunities. The growth mindset approach was utilized to validate students’ capabilities to learn programming, emphasizing that with a willingness to learn, they can succeed.
Highlights of your proposed presentation
The results of the first phase of the pilot project will be presented upon the completion of Bootcamp Level 2, highlighting specific outcomes achieved as outlined in the project plan. During the bootcamp, participants were invited to engage in a variety of co-curricular activities, most of which were designed to showcase the real-world experiences of professionals in the IT field. This approach allowed students to learn from these experiences and connect classroom theory to real-world applications. Additionally, the project aimed to foster a sense of belonging within the academic program and strengthen connections among peers, professors, and the university community.
This presentation will cover the structure of the bootcamp, the logistics of the activities, and the results achieved for each component. Examples of the most impactful activities, as evaluated by the students, will be discussed. These activities included the company tour, alumni challenge, and shadowing experiences, among others. Specific feedback and lessons learned will be shared with the audience, which can be considered for conducting similar bootcamps for Hispanic students in undergraduate STEM programs.
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.