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ACM SIGGRAPH Computer Graphics
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ACM SIGGRAPH Computer Graphics
TUGS—a tool for teaching computer graphics
ACM SIGGRAPH Computer Graphics
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SIGCSE '92 Proceedings of the twenty-third SIGCSE technical symposium on Computer science education
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SIGCSE '92 Proceedings of the twenty-third SIGCSE technical symposium on Computer science education
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ACM SIGGRAPH Computer Graphics - Focus: computer graphics education
Ray tracing: a means to motivate students in an introductory graphics course
SIGCSE '90 Proceedings of the twenty-first SIGCSE technical symposium on Computer science education
Experiences in teaching an advanced computer graphics course
SIGCSE '90 Proceedings of the twenty-first SIGCSE technical symposium on Computer science education
Introduction to Computer Graphics
Introduction to Computer Graphics
Evolutionary Art and Computers
Evolutionary Art and Computers
Rendering + modeling + animation + postprocessing = computer graphics
Proceedings of the eighth annual consortium on Computing in Small Colleges Rocky Mountain conference
Rendering + modeling + animation + postprocessing = computer graphics
ACM SIGGRAPH Computer Graphics
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Introductory Computer Graphics is a popular and motivational course for computer science undergraduates. The students have the ability to “see” the results of their programs, the opportunity to apply a high level of creativity, and the satisfaction of impressing their peers. Computer animation provides similar advantages from a motivational point of view. A normal scheduling sequence for these two courses would place them in successive semesters (or quarters) in the curriculum, presumably in the senior year so students have as much computer science experience as possible prior to starting the graphics course. Unfortunately, at the Air Force Academy, such a sequence was not possible, forcing us to investigate the integration of the two courses during the same semester (second semester senior year). Our experience is that the two courses could not only be successfully integrated during the same semester, but that the student experience in each course benefited from the concepts being simultaneously presented in the complementary course. This paper will provide background on the two courses, describe our experience in teaching them simultaneously, and discuss our future plans for expanding the pilot program.