Computer scientists can teach writing: an upper division course for computer science majors
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Experiences teaching writing in a computer science course for the first time
Journal of Computing Sciences in Colleges
A professional practice component in writing: a simple way to enhance an existing course
Journal of Computing Sciences in Colleges
Improving Data Access for Computational Grid Applications
Cluster Computing
Bridging writing to learn and writing in the discipline in computer science education
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Students teaching students: incorporating presentations into a course
Proceedings of the 38th SIGCSE technical symposium on Computer science education
An adaptable framework for the teaching and assessment of software development across year levels
Proceedings of the Twelfth Australasian Conference on Computing Education - Volume 103
Integrating communication skills into the computer science curriculum
Proceedings of the 43rd ACM technical symposium on Computer Science Education
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In accord with a college-wide assessment program at the author's institution, a required major course approximately midway through a student's college career forms the matrix for an intensive project which both develops and evaluates the student's communication skills in discipline-specific ways. For Computer Science majors, the project is a component of a junior-level Advanced Object-Oriented Programming course. Though centered about a semester-long programming project, it involves expectations, guidance, and feedback beyond what is traditional. This assessment instrument has a minimal impact on class time and course content, substantial impact on faculty and student effort, and tremendous impact on learning.