Using an Iterative Process to Transform a Theoretical Unit

Abstract

Faced with a theoretical computing unit with a poor reputation, the author used a process of iterative improvement to address the main concerns. Armed with the informal concept of Caesar theory – bread and circuses – changes were applied across two years and have turned student attitude to the unit around. This paper discusses the iterative process used and the challenges that were faced and (at least partially) overcome. While the process is ongoing, both anecdotal and formal feedback points to a noticeable improvement in student satisfaction without a reduction in the teaching standards.