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
A study of the impact of student background and preparedness on outcomes in CS I
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Teaching objects-first in introductory computer science
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Evaluating the effectiveness of a new instructional approach
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Second annual robotics summer camp for underrepresented students
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
INSPIRED High School Computing Academies
ACM Transactions on Computing Education (TOCE)
COTSBots: computationally powerful, low-cost robots for Computer Science curriculums
Journal of Computing Sciences in Colleges
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Declining student populations in the Computer Science field coupled with a growing demand creates the need for higher attraction rates. We examine new techniques for exposing high school students to the Computer Science field through the use of a Java-based autonomous robotics curriculum. This curriculum, designed by researchers to function as a means for conveying basic concepts during a limited engagement time, raises students with no prior knowledge of Computer Science to a level of comfort with both basic and advanced concepts within five sessions. Emphasis is placed on object-oriented design, behavior based programming, and autonomous operation of robots. The curriculum, structured into knowledge blocks which build on each other, provides students with clear goals and achievements during each session. Students work extensively with controlling robotic motors, sensors, and output devices through their own programs. Ultimately, students are asked to combine all of their learned knowledge by programming their robot to utilize behavior-based techniques to autonomously navigate a maze. Both quantitative and qualitative results have indicated significant knowledge gain, continued interest in the Computer Science field, and a great deal of enthusiasm from students participating in a program which utilized this curriculum.