Abstract—Computer Science is recognized as a young growing field compared with many other sub-degree and even undergraduate programs. Recently, many educators in this field teaching in community college as well as university have been recommended to redesign and restructure the program studies according to outcome-based teaching and learning approach. However, the issues related to how to define objectives and assess outcomes in this outcome-based approach (OBA) continues to be a challenge among the computer science faculty who are not originally trained in techniques for setting up objectives and measuring outcomes. This paper serves as a brief introduction of OBA and how it can be implemented from the program design perspective. In this paper, our experience of initial attempt in designing and developing our sub-degree computing program using OBA will be shared. In addition, the writing style of course learning outcomes and outcomes measurements are illustrated through example of two courses. Based on the OBA paradigm, we evaluate our teaching effectiveness and student outcomes based on the teaching evaluation results and their articulation success. Through deeper understanding and learning, outcome-based education can eventually bring a great impact on students and prepare them for both exciting career and successful articulation in the computing field.
Index Terms—Outcome-based teaching and learning, teaching evaluation, community college teaching, computing curriculum, post-secondary education
Gary K. W. Wong is with the Community College at Lingnan University, Tuen Mun, Hong Kong, China, (e-mail: firstname.lastname@example.org).
H. Y. Cheung is with the Community College at Lingnan University, Tuen Mun, Hong Kong, China, (e-mail: email@example.com).
Cite: Gary K. W. Wong and H. Y. Cheung, "Outcome-Based Teaching and Learning in Computer Science Education at Sub-degree Level," International Journal of Information and Education Technology vol. 1, no. 1, pp. 40-46, 2011.