Concepts in the classroom, programming in the lab

Authors:
Robert Geitz
Affiliations:
Computer Science program, Oberlin College, Oberlin, OH
Venue:
SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
Year:
1994

Citing 8
Cited 4

A model curriculum for a liberal arts degree in computer science

Communications of the ACM - The MIT Press scientific computation series
A mathematically focused curriculum for computer science

Communications of the ACM
Computing as a Discipline

Computer
Computing as a discipline

Communications of the ACM
Women and computing

Communications of the ACM
Fundamentals of computing I: logic, problem solving, programs, and computers

Fundamentals of computing I: logic, problem solving, programs, and computers
A first computing course based on curricula 1991

SIGCSE '92 Proceedings of the twenty-third SIGCSE technical symposium on Computer science education
An integrated, breadth-first computer science curriculum based on Computing Curricula 1991

SIGCSE '93 Proceedings of the twenty-fourth SIGCSE technical symposium on Computer science education

Setting up a classroom lab

Proceedings of the seventh annual consortium for computing in small colleges central plains conference on The journal of computing in small colleges
The effect of closed labs in computer science I: an assessment

Journal of Computing Sciences in Colleges
A framework for CS1 closed laboratories

Journal on Educational Resources in Computing (JERIC)
Experience and experiments in CS1

Journal of Computing Sciences in Colleges

Quantified Score

Hi-index	0.00

Visualization

Abstract

Computing Curricula 1991 calls for breadth in the undergraduate computer science curriculum. Many authors have recommended structured laboratories for computer science. This is a report on a project to combine these goals in an introductory sequence of courses. We present two courses in which all programming is done in a laboratory environment, leaving the lectures for more conceptual material that ranges over a broad selection of topics. Student reactions to this project have been very positive—we have increased the number of students continuing with the major, as well as student satisfaction with the courses themselves.