David G. Kay
ABSTRACT
Traditionally, a large introductory course meant a lecture hall with a single lecturer talking and students taking notes---but no longer. Today a wide variety of techniques, not only in the classroom but in labs and faculty offices and cyberspace, can make a large introductory course an extremely effective educational experience. We explore these practices, with pointers for further information, as a guide for instructors or departments faced with the large-course model of instruction.
- 1.See http://www.eecs.berkeley.edu/~selfpaceGoogle Scholar
- 2.Kay, D. G., Carrasquel~ J., Clancy, M. J:, Roberts, E., and Zachary, J. Managing large introductory courses (panel presentation). In Proceedings of the 28th SIGCSE Technical Symposium, 1997, p. 386.' Google ScholarDigital Library
- 3.Zachary, J. L. Tutorial-based teaching of introductory programming classes. In Proceedings of the 25th SIGCSE Technical Symposium, 1994, p. 136. Google ScholarDigital Library
- 4.Kay, D. G., Carrasquel, J., Clancy, M. L, Roberts, E., and Zachary, J. Large introductory courses in research computer science departments (panel presentation). In Proceedings of the 29th SIGCSE Technical Symposium, 1998. Google ScholarDigital Library
- 5.Roberts, E. Encouraging top students in large introductory classes. In Speaking of Teaching, Stanford Center for Teaching and Learning, vol. 8, no. 2, Winter 1997.Google Scholar
- 6.Rodger, S. H. An interactive lecture approach to teaching computer science. In Proceedings of the 26th SIGCSE Technical Symposium, 1995, p. 278. Google ScholarDigital Library
- 7.Wills, C., Finkel, D., Gennert, M. A., and Ward~ M. O. Peer learning in an introductory computer science course. In Proceedings of the 25th SIGCSE Technical Symposium, 1994, p. 309. Google ScholarDigital Library
- 8.See, e.g., The UCI Electronic Educational Environment (EEE), http://eee.uci.eduGoogle Scholar
- 9.Reek, K. A. A software infrastructure to support introductory computer science courses. In Proceedings of the 27th SIGCSE Technical Symposium, 1996, p. 125. Google ScholarDigital Library
- 10.Nishida, T., Saitoh, A., Tsujino, Y., and Tokura, N. Lecture supporting system by using Email and WWW. In Proceedings of the 27th SIGCSE Technical Symposium, 1996, p. 280. Google ScholarDigital Library
- 11.Faster, fairer, and more consistent ~ading using techniques from the advanced placement reading (panel presentation). In Proceedings of the 21st SIGCSE Technical Symposium, 1990, p. 266. Google ScholarDigital Library
- 12.Roberts, E., Lilly, J., and Rollins, B. Using undergraduate teaching assistants in introductory programming courses: an update on the Stanford experience. In Proceedings of the 26th SIGCSE Technical Symposium, 1995, p. 48. Google ScholarDigital Library
- 13.Kay, D. G. Training computer science teaching assistants: a seminar for new TAs. In Proceedings of the 26th SIGCSE Technical Symposium, 1995, p. 53. Google ScholarDigital Library
- 14.Kay, D. G., Isaacson, P. C., Scott, T. A., and Reek, K. A. Automated grading assistance for student programs (panel presentation). In Proceedings of the 25th SIGCSE Technical Symposium, 1994, p. 381. Google ScholarDigital Library
- 15.Kay, D. G. User environments for student programmers. In The Role of Programming in Teaching Informatics, M. Griffiths and D. Tagg, Eds. Noah- Holland, 1985. Google ScholarDigital Library
- 16.Burris, H., and Darr, M.iThe PROGRAMS Package for Integrated Grading. Program in Computing, Department of Mathematics, University of California, Los Angeles, 1988.Google Scholar
- 17.Reek, K. A. The TRY system, or how to avoid testing student programs. SIGCSE Bulletin vol. 21, no. 1, 1989, p. 112. Google ScholarDigital Library
- 18.Isaacson, P. C., and Scott, T. A. Automating the execution of student programs, SIGCSE Bulletin vol. 21, no. 2, 1989, p. 15. Google ScholarDigital Library
- 19.Jackson, D. and Usher, M. Grading student programs using ASSYST. In Proceedings of the 28th SIGCSE Technical Symposium, 1997, p. 355. Google ScholarDigital Library
Index Terms
- Large introductory computer science classes: strategies for effective course management
Recommendations
Large introductory computer science classes: strategies for effective course management
Traditionally, a large introductory course meant a lecture hall with a single lecturer talking and students taking notes---but no longer. Today a wide variety of techniques, not only in the classroom but in labs and faculty offices and cyberspace, can ...
Management challenges in a large introductory computer science course
Inroads: paving the way towards excellence in computing educationMany colleges and universities throughout the world offer introductory computer science courses with significant student enrollment. There are certainly plenty of challenges for the administrators of those courses; ensuring equitable grading across ...
Management challenges in a large introductory computer science course
SIGCSE '02: Proceedings of the 33rd SIGCSE technical symposium on Computer science educationMany colleges and universities throughout the world offer introductory computer science courses with significant student enrollment. There are certainly plenty of challenges for the administrators of those courses; ensuring equitable grading across ...
Comments