Assessing the ripple effect of CS1 language choice
CCSC '00 Proceedings of the fourteenth annual consortium on Small Colleges Southeastern conference
Language tug-of-war: industry demand and academic choice
ACE '03 Proceedings of the fifth Australasian conference on Computing education - Volume 20
Introductory programming: what's happening today and will there be any students to teach tomorrow?
ACE '04 Proceedings of the Sixth Australasian Conference on Computing Education - Volume 30
ACM SIGCSE Bulletin
Most difficult topics in CS1: results of an online survey of educators
ACM SIGCSE Bulletin
What do teachers teach in introductory programming?
Proceedings of the second international workshop on Computing education research
What do "CS1" and "CS2" mean?: investigating differences in the early courses
Proceedings of the 41st ACM technical symposium on Computer science education
Using mobile phone programming to teach Java and advanced programming to computer scientists
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Bringing unity to the classroom
Journal of Computing Sciences in Colleges
Investigating factors of student learning in introductory courses
Proceeding of the 44th ACM technical symposium on Computer science education
ACE '12 Proceedings of the Fourteenth Australasian Computing Education Conference - Volume 123
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We present results from a nationwide survey of undergraduate computer science departments regarding languages and techniques taught in CS0, CS1, and CS2. This snapshot of 371 schools provides an intriguing look into the state of computing education today in the U.S., quantifying which practices are actually in common use. Among other things, the study reveals the great variety in CS0 approaches, the relative uniformity of CS1 and CS2 approaches, the dominance of Java as a language for the introductory major sequence, and the tendency for departments to teach CS1 and CS2 in a consistent manner, rather than exposing students to different ideas in each.