Extreme programming explained: embrace change
Extreme programming explained: embrace change
Toward improving female retention in the computer science major
Communications of the ACM
The costs and benefits of pair programming
Extreme programming examined
Agile software development
Agile software development ecosystems
Agile software development ecosystems
Pair Programming Illuminated
Agile Software Development with Scrum
Agile Software Development with Scrum
The effects of pair-programming on performance in an introductory programming course
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
A Practical Guide to Feature-Driven Development
A Practical Guide to Feature-Driven Development
Improving the CS1 experience with pair programming
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Strengthening the Case for Pair Programming
IEEE Software
The impact of pair programming on student performance, perception and persistence
Proceedings of the 25th International Conference on Software Engineering
Guidelines for the Use of Pair Programming in a Freshman Programming Class
CSEET '02 Proceedings of the 15th Conference on Software Engineering Education and Training
Student culture vs group work in computer science
Proceedings of the 35th SIGCSE technical symposium on Computer science education
On Pair Rotation in the Computer Science Course
CSEET '04 Proceedings of the 17th Conference on Software Engineering Education and Training
Pair-programming helps female computer science students
Journal on Educational Resources in Computing (JERIC) - Special Issue on Gender-Balancing Computing Education
Using collaborative learning research to enhance pair programming pedagogy
ACM SIGITE Newsletter
Adapting pair programming pedagogy for use in computer literacy courses
Journal of Computing Sciences in Colleges
Note to self: make assignments meaningful
Proceedings of the 38th SIGCSE technical symposium on Computer science education
ICSE '07 Proceedings of the 29th international conference on Software Engineering
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
Journal of Computing Sciences in Colleges
Games for CS education: computer-supported collaborative learning and multiplayer games
Proceedings of the Fifth International Conference on the Foundations of Digital Games
Gender differences and programming environments: across programming populations
Proceedings of the 2010 ACM-IEEE International Symposium on Empirical Software Engineering and Measurement
Engaging students in programming
Proceedings of the Twelfth Australasian Conference on Computing Education - Volume 103
Proceedings of the 42nd ACM technical symposium on Computer science education
Gender pluralism in problem-solving software
Interacting with Computers
Pair2 learning = pair programming × pair teaching
Proceedings of the Seventeenth Western Canadian Conference on Computing Education
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Those science, mathematics, and engineering faculty who are serious about making the education they offer as available to their daughters as to their sons are, we posit, facing the prospect of dismantling a large part of its traditional pedagogical structure, along with the assumptions and practice which support it. [Seymour and Hewett 1997].Prior research indicates that female students can be concerned about the insularity of working alone for long periods of time, as they perceive to be the case with computer science and information technology careers. We studied an advanced undergraduate software engineering course at North Carolina State University to characterize the potential of collaborative learning environments created via pair-programming and agile software development to ameliorate this concern. A collective case study of three representative women in the course revealed that they held the following four themes in common: working with others; productivity; confidence; and interest in IT careers. Three conjectures concerning collaboration emerged from our study, including the importance of face-to-face meetings, an increased confidence among women based on product quality, and a reduction in the amount of time spent on assignments. While our findings are not generalized to early undergraduate courses, the young women we studied were at a critical junction in deciding whether to pursue a career in IT upon their near-term graduation. Additionally, we propose a model for future testing with both males and females that connects these three factors with an increased interest in IT careers.