Authors: Karen C. Davis
Tags: 2013, conceptual modeling
In this paper, a framework for scholarly teaching is discussed and applied to teaching conceptual modeling in a database design course. The learning objectives are identified and used to select appropriate learning experiences and evaluation mechanisms. Student learning is evaluated via exam questions and a design capture project. A novel contribution of the assignment is that it includes both individual and team work, and the students revise their initial designs with instructor feedback as well as peer interaction. Results of assessment of student learning are given; the performance improvement of students on the assignment after feedback and with a partner is statistically significant. The framework is demonstrated to be useful for faculty to focus on guiding students to achieve competency and develop conceptual modeling knowledge and skills.Read the full paper here: https://link-springer-com.proxy2.hec.ca/chapter/10.1007/978-3-319-14139-8_26
