Collaborative Synergy: Enhancing Face-to-Face Computing Courses

This innovative practice paper explores the varied perspectives of a computing faculty member and a group of instructional designers, who partnered to revise courses to increase active learning practices and integrate cross-disciplinary skills and dispositions into two face-to-face computing courses (CS 1 and CS 2), as part of a larger, grant-funded systemic change effort. The instructional design team members varied in terms of level of formal educational experience in engineering, computing, and instructional design