In support of student pair-programming
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Using on-computer exams to ensure beginning students' programming competency
ACM SIGCSE Bulletin
The costs and benefits of pair programming
Extreme programming examined
Pair Programming Illuminated
The effects of pair-programming on performance in an introductory programming course
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Guidelines for the Use of Pair Programming in a Freshman Programming Class
CSEET '02 Proceedings of the 15th Conference on Software Engineering Education and Training
Using lab exams to ensure programming practice in an introductory programming course
Proceedings of the 8th annual conference on Innovation and technology in computer science education
Examining the Compatibility of Student Pair Programmers
AGILE '06 Proceedings of the conference on AGILE 2006
Proceedings of the 40th ACM technical symposium on Computer science education
On self-selected pairing in CS1: who pairs with whom?
Journal of Computing Sciences in Colleges
Assessment using peer evaluations, random pair assignment, and collaborative programing in CS1
Journal of Computing Sciences in Colleges
Consultants on systemic reform for gender balance
Proceedings of the 41st ACM technical symposium on Computer science education
Games for CS education: computer-supported collaborative learning and multiplayer games
Proceedings of the Fifth International Conference on the Foundations of Digital Games
ITiCSE 2010 working group report motivating our top students
Proceedings of the 2010 ITiCSE working group reports
Combinatorial pair testing: distinguishing workers from slackers
WADS'13 Proceedings of the 13th international conference on Algorithms and Data Structures
Framing classroom climate for student learning and retention in computer science
Proceedings of the 45th ACM technical symposium on Computer science education
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In academic year 2005-06, the Bren School considered incorporating pair programming into CS1, primarily because of reports it increased students' satisfaction with the course and improved their performance in it. Though not denying its benefits, objectors asserted that certain obstacles doomed pair programming to failure and so was not worth undertaking. We refuted some of these assertions sufficiently to proceed with pair programming in CS1; evidence from that offering allowed us to refute the remainder (as does evidence from subsequent ones). We contend our findings apply to programming classes generally and will help convince objectors that pair programming is worth attempting.