Artificial intelligence, or AI, is rewriting the rules of nearly every profession, and software development is no exception. In an era when large language models can spit out code in seconds, students studying computer science face a new challenge: How do you truly learn programming when AI can give you a shortcut?
In the School of Computing and Augmented Intelligence, part of the Ira A. Fulton Schools of Engineering at Arizona State University, faculty members like Erik Trickel are rethinking what it means to prepare students for careers in a rapidly shifting technological landscape.
From zoning out to leaning in
Trickel, a Fulton Schools assistant teaching professor, has been leading the charge in reshaping one of the school’s foundational courses, CSE 240 Introduction to Programming Languages. He’s quick to joke about his old lectures where students might have zoned out in the back row, missing key concepts until exam day.
“Computer science isn’t something you can half-get,” Trickel says. “You need to be able to sit down and not only write the code, but also know why it works. My goal was to build a class that supports that kind of deep, non-negotiable learning in a way that is supportive and fun.”
With the help of instructional innovation coaches Stefani Jenkins and Jonathan Baek in the Fulton Schools Learning and Teaching Hub, Trickel transformed his class from a traditional lecture format to a hybrid, flipped model built around collaboration and active problem-solving.
Instead of listening passively, students now spend class time working in small groups to tackle programming challenges. Each group has a trained staff member or teaching assistant who keeps discussions lively and ensures every student participates.
Read the full story on Engineering News.