Abstract
The Graduate Programs in Software department of the University of St. Thomas provides an avenue for people to pursue software related careers without regards to their prior technical background. This flexible program offers a realistic channel for individuals from underserved communities to make a career transition to software engineering or the data sciences. One of the challenges faced when working with students without a computer science, or engineering background is instructing them on quality software design. As students begin their study, it is critical they learn how to produce quality designs and write uncomplicated code. In this environment, the traditional method of lecture and passive note taking are not conducive to students acquiring the confidence needed to create quality, uncomplicated systems. In our investigation, three styles of active learning where performed and classes assessed to determine success. Results show that all three methods have a certain amount of benefit and that no single method should be exclusively used. This investigation determined that an active learning pedagogy was beneficial for successfully teaching students in this environment.