Anatomy of an introductory computer science course
SIGCSE '86 Proceedings of the seventeenth SIGCSE technical symposium on Computer science education
Modern introductory computer science
SIGCSE '87 Proceedings of the eighteenth SIGCSE technical symposium on Computer science education
SIGCSE '88 Proceedings of the nineteenth SIGCSE technical symposium on Computer science education
Development and documentation of computer programs in undergraduate computer science programs
SIGCSE '88 Proceedings of the nineteenth SIGCSE technical symposium on Computer science education
Recommended curriculum for CS1, 1984
Communications of the ACM
A one-year introductory course for computer science undergraduate program
SIGCSE '81 Proceedings of the twelfth SIGCSE technical symposium on Computer science education
Teaching problem solving in an introductory computer science class
SIGCSE '81 Proceedings of the twelfth SIGCSE technical symposium on Computer science education
A new environment for teaching introductory computer science
SIGCSE '83 Proceedings of the fourteenth SIGCSE technical symposium on Computer science education
A software engineering approach to first year computer science courses
SIGCSE '82 Proceedings of the thirteenth SIGCSE technical symposium on Computer science education
Integration of design and programming methodology into beginning computer science courses
SIGCSE '82 Proceedings of the thirteenth SIGCSE technical symposium on Computer science education
A foundation course in computer science
SIGSCE '84 Proceedings of the fifteenth SIGCSE technical symposium on Computer science education
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The Department of Computer Science at the United States Air Force Academy teaches an introductory Pascal programming and problem solving course to 1400 freshman a year. Although the students have a wide range of prior programming experiences, very few have any practice with program design. To encourage proper solution design and alleviate the burdensome and demotivating reams of design documentation, the Department of Computer Science has developed an automated tool, the Automated Interactive Design Editor (AIDE). This paper will provide some background on the problems associated with student design documentation, describe how AIDE attempts to address this problem, and discuss future directions for the tool.