Towards an ability to direct college students to an appropriately paced introductory computer science course

Authors

James Heliotis, Rochester Institute of Technology
Leo C. Ureel II, Michigan Technological UniversityFollow
Mireilla Bikanga Ada, University of Glasgow
Mohsen Dorodchi, University of North Carolina
Victoria Eisele, Front Range Community College
Megan E. Lutz, University of Georgia
Ethel Tshukudo, University of Glasgow

Document Type

Conference Proceeding

Publication Date

2019

Department

Department of Computer Science

Abstract

We propose a working group to investigate methods of proper placement of university entrance-level students into introductory computer science courses. The main issues are the following. The ability to predict skill in the absence of prior experience The value of programming language neutrality in an assessment instrument Stigma and other perception issues associated with students' performance, especially among groups underrepresented in computer science The impact or potential impact on underrepresented populations (minorities, those with lower socioeconomic status) The outcomes/satisfaction/retention metrics in the major of the paced/tracked students compared to those in one-size-fits-all introductory classes.

Publisher's Statement

© 2019 Copyright held by the owner/author(s). Publisher’s version of record: https://doi.org/10.1145/3304221.3325538

Publication Title

ITiCSE '19 Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education

ISBN

978-1-4503-6895-7

Recommended Citation

Heliotis, J., Ureel, L. C., Bikanga Ada, M., Dorodchi, M., Eisele, V., Lutz, M. E., & Tshukudo, E. (2019). Towards an ability to direct college students to an appropriately paced introductory computer science course. ITiCSE '19 Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, 259-260. http://doi.org/10.1145/3304221.3325538
Retrieved from: https://digitalcommons.mtu.edu/michigantech-p/563