A successful five-year experiment with a breadth-first introductory course

Authors:
Donald Bagert;William M. Marcy;Ben A. Calloni
Affiliations:
Department of Computer Science, Texas Tech University, PO Box 43104, Lubbock TX;Department of Computer Science, Texas Tech University, PO Box 43104, Lubbock TX;Department of Computer Science, Texas Tech University, PO Box 43104, Lubbock TX
Venue:
SIGCSE '95 Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education
Year:
1995

Citing 3
Cited 4

Computing curricula 1991: Report of the ACM/IEEE-CS Joint Curriculum Task Force

Computing curricula 1991: Report of the ACM/IEEE-CS Joint Curriculum Task Force
Computer science (4th ed.): an overview

Computer science (4th ed.): an overview
ICONIC programming in BACCII vs. textual programming: which is a better learning environment?

SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education

Rethinking CS0 with JavaScript

Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Another breadth-first approach to CS I using python

SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Hands-on labs without computers

SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Science of computing suite (SOCS): resources for a breadth-first introduction

Proceedings of the 35th SIGCSE technical symposium on Computer science education

Quantified Score

Hi-index	0.00

Visualization

Abstract

This paper discusses the implementation and evolution over a five-year period of a breadth-first introductory computer science course which has both lectures and structured, closed laboratory sessions. This course significantly increased both the retention and passing rates for the next computer course (which emphasizes programming), and computer science graduation rates.