Reverse Engineering Pedagogy To Promote Confidence and Motivation in Programming Among Honors College Students

In this work, the ongoing progress of introducing R programming within an interdisciplinary setting in an honors college through reverse engineering pedagogy (REP). The approach was introduced to address the lack of confidence and motivation in learning programming within the group of students with diverse academic backgrounds within the course. Through the REP activities, students who were exposed to programming were provided with the appropriate scaffolding to dissect and understand the underlying mechanism of the codes. Preliminary results indicate positive motivation and confidence towards programming after the activities.