Fork diagrams for teaching selection in CS I
SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education
A survey of rollback-recovery protocols in message-passing systems
ACM Computing Surveys (CSUR)
Object-Oriented Program Comprehension: Effect of Expertise, Task and Phase
Empirical Software Engineering
The effect of closed labs in computer science I: an assessment
Journal of Computing Sciences in Colleges
Extreme Programming Explained: Embrace Change (2nd Edition)
Extreme Programming Explained: Embrace Change (2nd Edition)
Differing ways that computing academics understand teaching
ACE '07 Proceedings of the ninth Australasian conference on Computing education - Volume 66
The teaching of novice computer programmers: bringing the scholarly-research approach to Australia
ACE '08 Proceedings of the tenth conference on Australasian computing education - Volume 78
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A mid-career review is presented, of how the teaching of Computer Science I has changed for this instructor over the last two decades. The content of the course has evolved to include algorithm development and program design. Assessment in the course has gone online and moved away from testing how clever the student is, to how much the student has learned in the course. Professional practices are now covered that help students understand and incorporate preferred practices of the discipline. Changes incorporated into the pedagogy include going from using anthropomorphic and ad-hoc to discipline-specific and consistent vocabulary, and from writing code in the class like an experienced programmer to writing it to suit a beginning learner. It is hoped that this review will help new Computer Science I instructors avoid some misconceptions with which this instructor started out.