What Do CS1 Syllabi Reveal About Our Expectations of Introductory Programming Students?
|Title:||What Do CS1 Syllabi Reveal About Our Expectations of Introductory Programming Students?||Authors:||Becker, Brett A.
|Permanent link:||http://hdl.handle.net/10197/10159||Date:||2-Mar-2019||Online since:||2019-04-25T10:55:59Z||Abstract:||A well-received ITiCSE 2016 paper challenged the orthodox view that programming is hard to learn. It contended that CS1 educators’ expectations are too high, which can result in poor teaching and learning, and could impact negatively on diversity and equity. The author posed a challenge to the community to collect research-based evidence of what novice programmers can achieve, and use evidence to derive realistic expectations for achievement. We argue that before rising to this challenge we must determine: What exactly do educators expect of introductory programming students? This paper presents our efforts toward answering this question. We manually curated hundreds of CS1 syllabi, providing a fresh perspective of expectation in CS1 courses. We analysed learning outcomes and their concepts, in addition to languages utilized and other useful CS1 design and delivery information. This work contributes to a current picture of what is expected of introductory programming students, and provides an interactive online tool linked to all collected syllabi and containing all learning outcomes and other associated information. We hope this will aid the community in deciding whether or not we have unrealistic expectations of our CS1 students and if so, our contributions provide a starting point for the community to adjust them.||Type of material:||Conference Publication||Publisher:||ACM Press||Start page:||1011||End page:||1017||Copyright (published version):||2019 ACM||Keywords:||CS1; CS1 languages; Curriculum design; Introductory programming; Language choice; Learning objectives; Learning outcomes; Novice programmers; Syllabi; Syllabus; Teaching languages||DOI:||10.1145/3287324.3287485||Other versions:||https://dl.acm.org/citation.cfm?id=3287485||Language:||en||Status of Item:||Peer reviewed||Is part of:||Proceedings of the 50th ACM Technical Symposium on Computer Science Education - SIGCSE '19||Conference Details:||The SIGCSE Technical Symposium, Minneapolis, Minnesota, USA, February 27th - 2nd March 2019||ISBN:||9781450358903|
|Appears in Collections:||Computer Science Research Collection|
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