Why do fools fall into infinite loops: singing to your computer science class
ITiCSE '99 Proceedings of the 4th annual SIGCSE/SIGCUE ITiCSE conference on Innovation and technology in computer science education
Faculty and the 21st century student in USA higher education
ACM SIGCSE Bulletin
Open ended group projects a 'tool' for more effective teaching
ACE '03 Proceedings of the fifth Australasian conference on Computing education - Volume 20
First year programming: let all the flowers bloom
ACE '03 Proceedings of the fifth Australasian conference on Computing education - Volume 20
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
ACM SIGGRAPH 2007 educators program
Problem solving through programming: motivating the non-programmer
Journal of Computing Sciences in Colleges
The learning context: Influence on learning to program
Computers & Education
Learning motivation in e-learning facilitated computer programming courses
Computers & Education
Task analysis, usability and engagement
HCI'07 Proceedings of the 12th international conference on Human-computer interaction: interaction design and usability
Extreme apprenticeship method in teaching programming for beginners
Proceedings of the 42nd ACM technical symposium on Computer science education
A Motivation Guided Holistic Rehabilitation of the First Programming Course
ACM Transactions on Computing Education (TOCE)
A distributed system for learning programming on-line
Computers & Education
CodeWave: a real-time, collaborative IDE for enhanced learning in computer science
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Applications of variation theory in computing education
Koli Calling '07 Proceedings of the Seventh Baltic Sea Conference on Computing Education Research - Volume 88
Peer instruction contributes to self-efficacy in CS1
Proceedings of the 45th ACM technical symposium on Computer science education
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Students approach the study of computing in Higher Education in increasing numbers from an increasingly wide variety of backgrounds. In most degree level courses one of the first modules students will encounter is intended to teach them to program.As the students become more diverse, so do their motivations for taking their degree. Anecdotal evidence from many institutions is that students are becoming more tactical, and will engage only in those activities that they see as contributing to an eventual highly paid job.This paper describes an investigation into the motivations of students for taking a degree in computing, and for studying programming in particular. The results raise a number of issues for the teaching of programming.