Identification of nonsuccess factors in a large introductory computer science course and constructive interventions for increasing student success

A research design has been created for the WMU Introductory Computer Science Course that will leverage existing published research with classroom research to identify from student perspectives the key barriers to their own success. As these barriers are identified and articulated, there will be proactive changes made in the course material, a set of activities, use of assessment, and course structure to help the students increase their success. Success is being measured in several dimensions: obtaining an A, B, or C in the course; obtaining an A, B, C, in the required linked subsequent course; students' self-direct learning skills; their problem solving skills; and their ability to take on the perspective of and perform the role of a computer scientist. The paper provides a list of the identified issues/barriers, and addresses these issues/barriers by applying at least two interventions. Also, there is a detailed description of what was attempted and what the qualitative impact of these interventions was at the time of implementation, as well as a summative assessment on the whole course. A research plan for follow-on study is discussed to open up more collaboration with other institutions, to develop new intervention strategies, and to redefine the structure of the course to continually increase the percentage of students who are successful.