arXiv subjects

Ahmad D. Suleiman

Publications and source records attributed to Ahmad D. Suleiman.

3 recordsLinked to original sources

arXiv2026

Adoption-Ready Project-Based Learning for Computing Education: The FORAP Framework and a Multi-Scale Project Portfolio

This innovative practice full paper presents FORAP (Framework for Organizing Reusable and Adaptable PjBL Projects) and a portfolio of 14 adoption-ready project-based learning (PjBL) project packages built with the framework. PjBL in computing education offers strong educational benefits, yet its adoption remains limited by high instructor workload and recurring student technical challenges. FORAP addresses these barriers by organizing each package around a project designed with aligned learning objectives and described through project attributes, along with coordinated instructor, student, and assessment materials that support adoption and adaptation across diverse computing courses. We report on four years of deployment across 44 classroom trials at seven universities, drawing on feedback from students, instructors, and advisory board members. Results suggest that structured project packaging supports feasible adoption with limited modification effort and that targeted support materials help reduce the technical barriers that commonly hinder student engagement. The contributions of this work include FORAP and a multi-scale portfolio that demonstrates its use across diverse computing domains and project scopes, offering practical guidance for instructors who wish to design, adopt, or adapt reusable PjBL projects in computing education.

cs.CY↗

arXiv2026

LLM-Generated Design Problems for Assessing Higher-Order Thinking in Project-Based Learning

Project-based learning (PjBL) is common in computing education, but traditional assessments of PjBL often fail to capture higher-order thinking (HOT), especially in transfer contexts. This study introduces "design problems" (DPs): concise, scenario-based prompts that require applying project concepts in new situations, to address this gap. We examined instructor perceptions, the ability of large language models (LLMs) to generate DPs, and student experiences. Surveys of 31 instructors, evaluation of 80 LLM-generated DPs, and student performance data showed that while instructors value DPs, creation effort is a barrier. LLMs helped by producing high-quality prompts with strong expert agreement. Students rated DPs from different LLMs similarly, and their performance on DP tasks showed negligible correlation with traditional project grades, suggesting DPs may capture distinct aspects of HOT. Keystroke data also suggested deeper cognitive engagement of students through planning and revision behaviors. Overall, DPs appear to be a useful complement to traditional assessments, especially in situations where AI use or collaboration may undermine individual learning.

cs.CY↗

arXiv2025

Factors Impacting Faculty Adoption of Project-Based Learning in Computing Education: a Survey

This research full paper investigates the factors influencing computing educators' adoption of project-based learning (PjBL) in software engineering and computing curricula. Recognized as a student-centered pedagogical approach, PjBL has the potential to enhance student motivation, engagement, critical thinking, collaboration, and problem-solving skills. Despite these benefits, faculty adoption remains inconsistent due to challenges such as insufficient institutional support, time constraints, limited training opportunities, designing or sourcing projects, and aligning them with course objectives. This research explores these barriers and investigates the strategies and resources that facilitate a successful adoption. Using a mixed-methods approach, data from 80 computing faculty were collected through an online survey comprising closed-ended questions to quantify barriers, enablers, and resource needs, along with an open-ended question to gather qualitative insights. Quantitative data were analyzed using statistical methods, while qualitative responses underwent thematic analysis. Results reveal that while PjBL is widely valued, its adoption is often selective and impacted by challenges in planning and managing the learning process, designing suitable projects, and a lack of institutional support, such as time, funding, and teaching assistants. Faculty are more likely to adopt or sustain PjBL when they have access to peer collaboration, professional development, and institutional incentives. In addition, sourcing projects from research, industry partnerships, and borrowing from peers emerged as key facilitators for new projects. These findings underscore the need for systemic support structures to empower faculty to experiment with and scale PjBL practices.

cs.SE↗