A successful five-year experiment with a breadth-first introductory course

Bagert, Donald J.; Marcy, William M.; Calloni, Ben A.

doi:10.1145/199688.199748

Cited by 6 publications

(4 citation statements)

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“…In content, the course matches closely that outlined by Bagert et al, though that paper does not identify such a theme [1]. to students with previous computer programming coursework from high school or other colleges.…”

Section: Bottom-upsupporting

confidence: 58%

“…1 Since the colleges it serves are liberal arts colleges, the department feels that a breadth-first introduction is important. This is an implicit recognition that students in their first year are exploring possible majors; many complete CSCI 150 as a part of this exploration and choose to concentrate on another discipline.…”

Section: Csci 150 Designmentioning

confidence: 99%

“…Without some uniting theme, 1 The department is joint between the College of Saint Benedict and Saint John's University, two independent colleges. Thus, we refer to these host institutions in the plural.…”

Section: Csci 150 Designmentioning

confidence: 99%

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Science of computing suite (SOCS)

Burch¹,

Ziegler²

2004

Proceedings of the 35th SIGCSE Technical Symposium on Computer Science Education

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Over the last ten years, our department's breadth-first introductory course has evolved independently of other survey courses in computer science. Due to its success, we duplicated the ideas into our course for non-majors, and this has also proven successful. None of the published resources match our vision for these courses, and so the department has developed its own. In this paper, we describe the design of the majors course, and we introduce a variety of resources developed for both courses. These resources, which could be useful in many other courses also, are freely available through the Web.

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Section: Bottom-upsupporting

confidence: 58%

Section: Csci 150 Designmentioning

confidence: 99%

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Science of computing suite (SOCS)

Burch¹,

Ziegler²

2004

Proceedings of the 35th SIGCSE Technical Symposium on Computer Science Education

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“…By surveying a wide range of topics such as computer organization, graphics, networking, and technology in society, students experience the breadth of the field and develop a perspective to later understand and appreciate the role of technology in their lives. This approach, in various forms, has been adopted at many schools (e.g., [2] [9] [12]). …”

Section: Motivationmentioning

confidence: 99%

Rethinking CS0 with JavaScript

ReedDavid

2001

SIGCSE Bull.

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Traditional approaches to CS0 have emphasized either breadth, through an overview of computer science, or depth, through intensive programming.This paper describes an alternative teaching method that strikes a balance between these two approaches through the use of JavaScript and the World Wide Web. By taking advantage of JavaScript's simplicity and natural Web-based interfaces, the CS0 course described here is able to maintain a strong emphasis on programming and problem-solving, integrate programming skills with Web technology, and still provide reasonable breadth on general computer science topics. This balance between depth and breadth makes the course attractive to both non-majors and majors alike, providing a broad perspective of the field as well as a foundation for continuing studies in computer science.

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Closing the CSI - CS II Gap: a breadth-second approach

Brazier

Grabowski

Dietrich

33rd Annual Frontiers in Education, 2003. FIE 2003.

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A successful five-year experiment with a breadth-first introductory course

Cited by 6 publications

References 1 publication

Science of computing suite (SOCS)

Science of computing suite (SOCS)

Rethinking CS0 with JavaScript

Closing the CSI - CS II Gap: a breadth-second approach

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