Abstract ▼ AI-Helper

This paper concerns new procedures devised to stimulate creative accomplishment by undergraduate students. The methods employed involve a wide range of educational technologies, and include flexibility for participant choices. Almost all students in the twelve offerings to date have been seniors in ...

This paper concerns new procedures devised to stimulate creative accomplishment by undergraduate students. The methods employed involve a wide range of educational technologies, and include flexibility for participant choices. Almost all students in the twelve offerings to date have been seniors in computer science. Thirty-five individuals completed team projects in one class. Typically from six to twenty students take this course. The course has objectives of furthering participant ability to communicate. Students gain experience with presentations, composing visuals, dealing with questions, participating in discussions, and in developing technical report writing skills. The author leads them to inquire and reach out by library, Internet, and personal interaction means. (Both with potential users of products they design, and authors of material they read on current computer technology). The methods discussed in the talk include ways to foster group interaction. Students are subtly encouraged to regard the class as an entity. This is done by the instructor adopting a 'guide on the side' stance, no grade being assigned to oral exposition, and giving only feedback-grades to written work prior to the submission of the team project. Some of the techniques used rely on electronic mail, complex use of the World Wide Web, availability in the university library of volumes compiled from professional and student work by the instructor, and multiple surveys of class participants. These means foster student cooperation and generate a sustainable noncompetitive dynamic. Forms and methods presented show what has been done over the past four years at UCLA.