Success in introductory programming: What works?: How pair programming, peer instruction, and media computation have improved computer science education

Communications of the ACM

Volumn 56, Issue 8, 2013, Pages 34-36

  Porter, Leo ^a   Guzdial, Mark ^b   McDowell, Charlie ^a,c   Simon, Beth ^d  

^a SKIDMORE COLLEGE   (United States)

^b GEORGIA INSTITUTE OF TECHNOLOGY   (United States)

^c University of California Santa Cruz   (United States)

^d UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84881518775     PISSN: 00010782     EISSN: 15577317     Source Type: Journal    
DOI: 10.1145/2492007.2492020     Document Type: Note

References (5)

1. Bennedsen, J. and Caspersen, M.E. Failure rates in introductory programming. SIGCSE Bull. 39, 2 (2007), 32-36.
2. Guzdial, M. and Elliott Tew, A. Imagineering inauthentic legitimate peripheral participation: An instructional design approach for motivating computing education. In Proceedings of the Second International Workshop on Computing Education Research. (2006).
3. McDowell, C., Werner, L., Bullock, H.E., and Fernald, J. Pair programming improves student retention, confidence, and program quality. Commun. ACM 49, 8 (Aug. 2006), 90-95; DOI: 10.1145/1145287.1145293.
4. Porter, L. and Simon, B. Fostering creativity in CS1 by hosting a computer science art show. ACM Inroads (Mar. 2013).
5. Porter, L. and Simon, B. Retaining nearly one-third more majors with a trio of instructional best practices in CS1. In Proceedings of the 44th Special Interest Group on Computer Science Education Technical Symposium (2013).