Animation, visualization, and interaction in CS 1 assignments
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
CS1 using Java language features gently
ITiCSE '99 Proceedings of the 4th annual SIGCSE/SIGCUE ITiCSE conference on Innovation and technology in computer science education
simpleIO: a Java package for novice interactive and graphics programming
ITiCSE '99 Proceedings of the 4th annual SIGCSE/SIGCUE ITiCSE conference on Innovation and technology in computer science education
Conservatively radical Java in CS1
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Objects first with Java and BlueJ (seminar session)
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Three semesters of CSO using Java: assignments and experiences
Proceedings of the 5th annual SIGCSE/SIGCUE ITiCSEconference on Innovation and technology in computer science education
Teaching CS1 with karel the robot in Java
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Karel the Robot: A Gentle Introduction to the Art of Programming
Karel the Robot: A Gentle Introduction to the Art of Programming
Programming Java: An Introduction to Programming Using Java
Programming Java: An Introduction to Programming Using Java
Experiences incorporating Java into the introductory sequence
Journal of Computing Sciences in Colleges
Rethinking computer science education from a test-first perspective
OOPSLA '03 Companion of the 18th annual ACM SIGPLAN conference on Object-oriented programming, systems, languages, and applications
An approach to teaching Java using computers
ACM SIGCSE Bulletin
Using software testing to move students from trial-and-error to reflection-in-action
Proceedings of the 35th SIGCSE technical symposium on Computer science education
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The Texas Christian University (TCU) Computer Science Department was established in 1981. From the outset, the Department's CS1 course has presented significant teaching challenges due to the wide diversity of student's taking the class. Traditionally, only 25-35% of the students enrolled in the course are computing science majors, the remaining being students from a wide diversity of disciplines, many of which are non-science based. Despite the diversity, it has been necessary for the course, and its content, to be structured to satisfy essential core requirements for students majoring in computer science and computer information science as well as to meet program requirements for the many non-computer science majors taking the course. This paper discusses some of the unique issues associated with teaching a Java-based CS1 course to a very diverse group of students, the majority of which have very unsophisticated problem solving skills, and little or no programming expertise. A representative set of experiments and programming assignments are included.