Introductory computing course content: educator and student perspectives

Authors:
Joseph V. Elarde;Fatt-Fei Chong
Affiliations:
Upper Iowa University, Fayette, IA, USA;Upper Iowa University, Fayette, IA, USA
Venue:
Proceedings of the 2011 conference on Information technology education
Year:
2011

Citing 6
Cited 2

Redefining computer literacy in the age of ubiquitous computing

Proceedings of the 6th conference on Information technology education
Computational thinking

Communications of the ACM - Self managed systems
Run your own virtual reality with OpenSim

Linux Journal
What do "CS1" and "CS2" mean?: investigating differences in the early courses

Proceedings of the 41st ACM technical symposium on Computer science education
Interdisciplinary computing education for the challenges of the future

Proceedings of the 41st ACM technical symposium on Computer science education
Interdisciplinary computing is the answer: now, what was the question?

ACM Inroads

Computation, complexity, and emergence: an interdisciplinary honors seminar

Proceeding of the 44th ACM technical symposium on Computer science education
Using interdisciplinary teams to develop comprehensive integrated digital marketing communication campaigns

Journal of Computing Sciences in Colleges

Quantified Score

Hi-index	0.00

Visualization

Abstract

Selecting the appropriate content for introductory computing courses is an important part of attracting and retaining students in computer related education programs. This paper reports the results of an educator survey including SIGCSE and SIGITE members designed to evaluate topics that member institutions currently include and would prefer to include in their introductory computing courses notably for non-majors. In addition, we contrast information obtained from the educator surveys to a student preference survey and student outcome evaluations from our introductory computing course. In this paper we show how the perspectives of computer science and information technology educators differ with regard to content of their courses and the differences between the currently offered content and what would be preferred. We also examine survey respondent perspectives regarding the teaching of the office suite, broadening participation, and interdisciplinary topics.