Teaching the Nintendo generation to program
Communications of the ACM - Supporting community and building social capital
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
Teaching objects-first in introductory computer science
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Processing: a learning environment for creating interactive Web graphics
ACM SIGGRAPH 2003 Web Graphics
greenfoot: combining object visualisation with interaction
OOPSLA '04 Companion to the 19th annual ACM SIGPLAN conference on Object-oriented programming systems, languages, and applications
Successful approaches to teaching introductory computer science courses with python
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Girls, computer science, and games
ACM SIGCSE Bulletin
Can middle-schoolers use Storytelling Alice to make games?: results of a pilot study
Proceedings of the 4th International Conference on Foundations of Digital Games
Communications of the ACM - Scratch Programming for All
Proceedings of the Fifth International Conference on the Foundations of Digital Games
Alice, Greenfoot, and Scratch -- A Discussion
ACM Transactions on Computing Education (TOCE)
Lessons in teaching game design
Proceedings of the 6th International Conference on Foundations of Digital Games
Applying creativity in CS high school education: criteria, teaching example and evaluation
Koli Calling '07 Proceedings of the Seventh Baltic Sea Conference on Computing Education Research - Volume 88
Reading mobile games throughout the curriculum
Proceeding of the 44th ACM technical symposium on Computer science education
Five years of game programming outreach: understanding student differences
Proceedings of the 45th ACM technical symposium on Computer science education
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This paper presents lessons learned from five years of teaching a game design and programming outreach course. This class is taught over the course of a month to high school students participating in the California Summer School for Mathematics and Science (COSMOS) at the University of California, Santa Cruz. Over these five years we have changed everything in the course, from the overall project structure to the programming language used in the class. In this paper we discuss our successes and failures, and offer recommendations to instructors offering similar courses.