Article

Management challenges in a large introductory computer science course

Authors:

A. T. Chamillard,

Laurence D. MerkleAuthors Info & Claims

SIGCSE '02: Proceedings of the 33rd SIGCSE technical symposium on Computer science education

Pages 252 - 256

https://doi.org/10.1145/563340.563440

Published: 27 February 2002 Publication History

Get Access

Abstract

Many colleges and universities throughout the world offer introductory computer science courses with significant student enrollment. There are certainly plenty of challenges for the administrators of those courses; ensuring equitable grading across different instructors and offering times for the course, accomplishing the massive material preparation and other logistical tasks required for the course, grading the large number of assessments associated with the large enrollment, and managing the numerous instructors in the course are a few examples. This paper discusses the processes we have implemented to address these and other management challenges at the U.S. Air Force Academy.

References

[1]

Bloom, Benjamin S. (ed), Taxonomy of Educational Objectives: Handbook I Cognitive Domain, David McKay Co., 1956.

Google Scholar

[2]

Chamillard, A. T. and Joiner, Jay K. Using Lab Practica to Evaluate Programming Ability. In Proceedings of the Thirty-Second SIGCSE Technical Symposium on Computer Science Education, Charlotte, North Carolina, February 2001.

Digital Library

Google Scholar

[3]

Kay, David G. Large Introductory Computer Science Classes: Strategies for Effective Course Management. In Proceedings of the Twenty-ninth SIGCSE Technical Symposium on Computer Science Education, Atlanta, Georgia, February 1998.

Digital Library

Google Scholar

[4]

Kay, David G., Carrasquel, Jacobo, Clancy, Michael J., Roberts, Eric, and Zachary, Joseph L. (panel presentation) Managing Large Introductory Courses. In Proceedings of the Twenty-eighth SIGCSE Technical Symposium on Computer Science Education, San Jose, California, February 1997.

Digital Library

Google Scholar

Cited By

View all

Giacaman NRoop PTerragni VDoyle MStephenson BDorn BSoh LBattestilli L(2023)Evolving a Programming CS2 Course: A Decade-Long Experience ReportProceedings of the 54th ACM Technical Symposium on Computer Science Education V. 110.1145/3545945.3569831(507-513)Online publication date: 2-Mar-2023
https://dl.acm.org/doi/10.1145/3545945.3569831
Hazzan OLapidot TRagonis NHazzan OLapidot TRagonis N(2015)AssessmentGuide to Teaching Computer Science10.1007/978-1-4471-6630-6_10(187-205)Online publication date: 8-Jan-2015
https://doi.org/10.1007/978-1-4471-6630-6_10
Hazzan ODagdilelis VSatratzemi MBoyle REvangelidis G(2003)Computer science students' conception of the relationship between reward (grade) and cooperationProceedings of the 8th annual conference on Innovation and technology in computer science education10.1145/961511.961561(178-182)Online publication date: 30-Jun-2003
https://dl.acm.org/doi/10.1145/961511.961561
Show More Cited By

Management challenges in a large introductory computer science course
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs

Recommendations

Management challenges in a large introductory computer science course
Inroads: paving the way towards excellence in computing education

Many colleges and universities throughout the world offer introductory computer science courses with significant student enrollment. There are certainly plenty of challenges for the administrators of those courses; ensuring equitable grading across ...
Large introductory computer science classes: strategies for effective course management
SIGCSE '98: Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education

Traditionally, a large introductory course meant a lecture hall with a single lecturer talking and students taking notes---but no longer. Today a wide variety of techniques, not only in the classroom but in labs and faculty offices and cyberspace, can ...
Large introductory computer science classes: strategies for effective course management

Traditionally, a large introductory course meant a lecture hall with a single lecturer talking and students taking notes---but no longer. Today a wide variety of techniques, not only in the classroom but in labs and faculty offices and cyberspace, can ...

Comments

Please enable JavaScript to view thecomments powered by Disqus.

Information & Contributors

Information

Published In

SIGCSE '02: Proceedings of the 33rd SIGCSE technical symposium on Computer science education

February 2002

471 pages

ISBN:1581134738

DOI:10.1145/563340

Conference Chairs:
Judith Gersting
University of Hawaii at Hilo
,
Henry M. Walker
Grinnell College
,
Program Chair:
Scott Grissom
Grand Valley State University

ACM SIGCSE Bulletin Volume 34, Issue 1
Inroads: paving the way towards excellence in computing education
March 2002
417 pages
ISSN:0097-8418
DOI:10.1145/563517
Issue’s Table of Contents

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 27 February 2002

Permissions

Request permissions for this article.

Request Permissions

Check for updates

Author Tags

Qualifiers

Article

Conference

SIGCSE02

Sponsor:

SIGCSE

SIGCSE02: The 33rd Technical Symposium on Computer Science Education

February 27 - March 3, 2002

Kentucky, Cincinnati

Acceptance Rates

SIGCSE '02 Paper Acceptance Rate 73 of 234 submissions, 31%;

Overall Acceptance Rate 1,595 of 4,542 submissions, 35%

Upcoming Conference

SIGCSE TS 2025

Sponsor:
sigcse

The 56th ACM Technical Symposium on Computer Science Education

February 26 - March 1, 2025

Pittsburgh , PA , USA

Contributors

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

7
Total Citations
View Citations
311
Total Downloads

Downloads (Last 12 months)5
Downloads (Last 6 weeks)0

Reflects downloads up to 30 Dec 2024

Other Metrics

View Author Metrics

Citations

Cited By

View all

Giacaman NRoop PTerragni VDoyle MStephenson BDorn BSoh LBattestilli L(2023)Evolving a Programming CS2 Course: A Decade-Long Experience ReportProceedings of the 54th ACM Technical Symposium on Computer Science Education V. 110.1145/3545945.3569831(507-513)Online publication date: 2-Mar-2023
https://dl.acm.org/doi/10.1145/3545945.3569831
Hazzan OLapidot TRagonis NHazzan OLapidot TRagonis N(2015)AssessmentGuide to Teaching Computer Science10.1007/978-1-4471-6630-6_10(187-205)Online publication date: 8-Jan-2015
https://doi.org/10.1007/978-1-4471-6630-6_10
Hazzan ODagdilelis VSatratzemi MBoyle REvangelidis G(2003)Computer science students' conception of the relationship between reward (grade) and cooperationProceedings of the 8th annual conference on Innovation and technology in computer science education10.1145/961511.961561(178-182)Online publication date: 30-Jun-2003
https://dl.acm.org/doi/10.1145/961511.961561
Hazzan O(2003)Computer science students' conception of the relationship between reward (grade) and cooperationACM SIGCSE Bulletin10.1145/961290.96156135:3(178-182)Online publication date: 30-Jun-2003
https://dl.acm.org/doi/10.1145/961290.961561
Shepherd IReeves BJinkerson D(undefined)Grading Technology Allows Teachers to Maximize Technology Infusion in the ClassroomSSRN Electronic Journal10.2139/ssrn.1711176
https://doi.org/10.2139/ssrn.1711176
McDonald EArevalo GAhmed SAkhmetov IDemmans Epp CSpikol DViberg OMartínez-Monés AGuo P(2023)Managing TAs at Scale: Investigating the Experiences of Teaching Assistants in Introductory Computer ScienceProceedings of the Tenth ACM Conference on Learning @ Scale10.1145/3573051.3593384(120-131)Online publication date: 20-Jul-2023
https://dl.acm.org/doi/10.1145/3573051.3593384
Hazzan OLapidot TRagonis NHazzan OLapidot TRagonis N(2011)EvaluationGuide to Teaching Computer Science10.1007/978-0-85729-443-2_10(165-179)Online publication date: 22-Mar-2011
https://doi.org/10.1007/978-0-85729-443-2_10

View Options

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Cited By

Recommendations

Management challenges in a large introductory computer science course

Large introductory computer science classes: strategies for effective course management

Large introductory computer science classes: strategies for effective course management