Entry Powell:1979:AOI from sigcse1970.bib

Last update: Sun Apr 22 02:03:34 MDT 2018                Valid HTML 4.0!

Index sections

Top | Symbols | Numbers | Math | A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z

BibTeX entry

@Article{Powell:1979:AOI,
  author =       "James D. Powell",
  title =        "An application oriented introductory computer science
                 sequence",
  journal =      j-SIGCSE,
  volume =       "11",
  number =       "1",
  pages =        "49--53",
  month =        feb,
  year =         "1979",
  CODEN =        "SIGSD3",
  DOI =          "https://doi.org/10.1145/953030.809551",
  ISSN =         "0097-8418 (print), 2331-3927 (electronic)",
  ISSN-L =       "0097-8418",
  bibdate =      "Sun Nov 18 07:38:08 MST 2012",
  bibsource =    "http://portal.acm.org/;
                 http://www.math.utah.edu/pub/tex/bib/sigcse1970.bib",
  note =         "Proceedings of the 10th SIGCSE Symposium on Computer
                 Science Education.",
  abstract =     "Today's computer science programs are in an excellent
                 growth position. Many high school students and guidance
                 counselors believe that the term ``computer'' implies
                 high paying jobs in an exciting field. High schools are
                 also beginning to introduce computing into their
                 programs. The use of computing in these schools ranges
                 from formal programming courses, to computer literacy
                 courses, to the use of computers as a tool in such
                 courses as math and physics. Because of this interest,
                 the enrollments in computer science departments are
                 increasing at a rapid rate. This new influx of students
                 presents some interesting challenges to our
                 departments. On one hand, our introductory courses must
                 accommodate students who have been exposed to
                 computing. The amount of exposure ranges from some
                 simple lessons in how to write BASIC programs to three
                 or four years of computing experience involving several
                 programming languages. On the other hand, our
                 introductory courses must accommodate those students
                 who have no prior experience with computing. Many of
                 these students have no concept of computer science as
                 an academic discipline. They are in the program for
                 such reasons as the current glamor of computing or the
                 potential for a high paying job. Neither of these
                 reasons are bad in themselves; however, they do pose an
                 additional challenge for our introductory courses. We
                 need to help these students understand what is meant by
                 the term ``computer science''. Very early in their
                 education the students need to be exposed to the major
                 areas of computer science. Our introductory sequences
                 must therefore be capable of introducing computing to
                 those students with no prior background and at the same
                 time handle students with a wide range of previous
                 computing experience. At North Carolina State
                 University, we are meeting the above described
                 challenges with three major approaches: An introductory
                 sequence for students with no background in computing,
                 An introductory sequence for students with no
                 background in computing, Advanced placement activities.
                 The purpose of this paper is to discuss the first
                 approach.",
  acknowledgement = ack-nhfb,
  fjournal =     "SIGCSE Bulletin (ACM Special Interest Group on
                 Computer Science Education)",
  journal-URL =  "http://portal.acm.org/browse_dl.cfm?idx=J688",
}

Related entries