A cognitive-based approach to introductory computer science courses: lesson learned
SIGCSE '95 Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education
Planning Extreme Programming
Defensive climate in the computer science classroom
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Houston, we have a problem: there's a leak in the CS1 affective oxygen tank
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Affective assessment of team skills in agile CS1 labs: the good, the bad, and the ugly
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Affective objectives in a programming languages course
Proceedings of the 43rd annual Southeast regional conference - Volume 1
Agile methods fix software engineering course
Journal of Computing Sciences in Colleges
Interactive visualization for the active learning classroom
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Pre-programming analysis tutors help students learn basic programming concepts
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Collaborative learning: towards a solution for novice programmers
ACE '08 Proceedings of the tenth conference on Australasian computing education - Volume 78
Adaptation of team-based learning on a first term programming class
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
Making contact with the forgotten k-12 influence: are you smarter than your 5th grader?
Proceedings of the 41st ACM technical symposium on Computer science education
Creating a summer program to engage students
Journal of Computing Sciences in Colleges
A proposal for a new communication medium in the classroom
Proceedings of the 15th Western Canadian Conference on Computing Education
Engaging students in programming
Proceedings of the Twelfth Australasian Conference on Computing Education - Volume 103
Easing the transition: a collaborative learning approach
ACE '09 Proceedings of the Eleventh Australasian Conference on Computing Education - Volume 95
A people-first approach to programming
ACE '09 Proceedings of the Eleventh Australasian Conference on Computing Education - Volume 95
Effects of team-based learning on a CS1 course
Proceedings of the 16th annual joint conference on Innovation and technology in computer science education
A distributed system for learning programming on-line
Computers & Education
Collaboration across the curriculum: a disciplined approach todeveloping team skills
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Designing and supporting collaborative learning activities
Proceeding of the 44th ACM technical symposium on Computer science education
Wiki as a Tool of Choice for Students' Team Assignments
International Journal of Information Systems and Social Change
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The research on teaching and learning over the past 50 years suggests that the early use of collaborative learning leads to higher interest, higher retention, and higher academic performance in students. Early use of these techniques can also increase the sense of belonging for students and can lead to the early development of collaborative skills to prepare students for team experiences in subsequent courses and future careers. During the weekly lab sessions of a second semester introduction to programming course students engaged in collaborative learning experiences through team-based problem solving, project planning, pair programming, and other agile software development practices. Course objectives provided specific goals and criteria for assessment relative to these skills. The assessment in the authors' prior work identified several problem areas which led to specific initiatives to address those problems: (a) instructor-chosen teams, (b) early instruction and reflection on team skills, (c) feedback on team performance, and (d) the use of an IDE that incorporates an automated test-driven development tool. This paper describes the implementation and assessment of these efforts. A significant increase in student team skills from the middle of the semester to the end of the semester was observed.