Turning the tables: learning from students about teaching CS1

  • Authors:

  • Amber Settle

  • Affiliations:

  • DePaul University, Chicago, IL, USA

  • Venue:
  • Proceedings of the 13th annual conference on Information technology education
  • Year:
  • 2012

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Abstract

Programming has a central role in the computing curriculum, and introductory programming classes have been extensively studied in the computer science education literature. However, most of the studies focus on the effectiveness of various pedagogical approaches on student learning and engagement, and relative little attention is paid to faculty development. The gap in the literature puts CS1 faculty interested in effectively implementing innovative pedagogical approaches in a difficult situation. This article argues that taking a behaviorist approach to the CS1 classroom can provide much-needed feedback. Students provide instructors with one of the best sources of information about effective programming instruction, both with respect to pedagogical approaches and with respect to less formal issues such as classroom management, student-faculty interactions, and course policies. Faculty who choose to listen and learn from the comments made by their CS1 students will find a wealth of information to guide them in their development as instructors.