Community and accountability in a first year programming sequence

ABSTRACT

The paper documents the partial results of a multi-year study of first-year students enrolled in an introductory programming sequence. Key components of this project focus on transitioning the course from a lecture to a studio environment, the formation of a student cohort based on skill level and initiatives to encourage a higher level of student accountability and success.This paper focuses on the experiences in implementing the cohort, establishing a course support system for students and modifying the attendance policy. Also discussed are initiatives to improve accountability and build student confidence through collaborative learning and a sense of community.

REFERENCES

• 1: Dianne Hagan , Selby Markham, Does it help to have some programming experience before beginning a computing degree program?, Proceedings of the 5th annual SIGCSE/SIGCUE ITiCSEconference on Innovation and technology in computer science education, p.25-28, July 11-13, 2000, Helsinki, Finland
• 2: Edward Holden , Elissa Weeden, The impact of prior experience in an information technology programming course sequence, Proceedings of the 4th conference on Information technology curriculum, October 16-18, 2003, Lafayette, Indiana, USA [doi>10.1145/947121.947131]
• 3: Brenda Cantwell Wilson , Sharon Shrock, Contributing to success in an introductory computer science course: a study of twelve factors, ACM SIGCSE Bulletin, v.33 n.1, p.184-188, March 2001

INDEX TERMS

Primary Classification:
  K. Computing Milieux
  K.3 COMPUTERS AND EDUCATION
      K.3.2 Computer and Information Science Education
          Subjects: Computer science education

Additional Classification:
  J. Computer Applications
  J.1 ADMINISTRATIVE DATA PROCESSING
      Subjects: Education

General Terms:
Documentation

Keywords:
accountability, cohort, community, computer science 1, studio