Entry Oliver:1994:SDP from sigcse1990.bib

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BibTeX entry

@Article{Oliver:1994:SDP,
  author =       "S. Ron Oliver and John Dalbey",
  title =        "A software development process laboratory for {CS1}
                 and {CS2}",
  journal =      j-SIGCSE,
  volume =       "26",
  number =       "1",
  pages =        "169--173",
  month =        mar,
  year =         "1994",
  CODEN =        "SIGSD3",
  DOI =          "https://doi.org/10.1145/191033.191097",
  ISSN =         "0097-8418 (print), 2331-3927 (electronic)",
  ISSN-L =       "0097-8418",
  bibdate =      "Sat Nov 17 18:57:24 MST 2012",
  bibsource =    "http://portal.acm.org/;
                 http://www.math.utah.edu/pub/tex/bib/sigcse1990.bib",
  abstract =     "Typical introductory courses emphasize programming
                 constructs and language features, and are built around
                 many simple programming assignments that encourage
                 students to use those constructs and features, on a
                 feature-by-feature basis. This has the effect of
                 inculcating a quick and dirty, programming-in-the-small
                 mentality. Even if responsible development methods are
                 carefully taught in class, the assignments tend to be
                 so small and simple, any methods, other than just
                 writing the code, come to be seen as a nuisance, rather
                 than an aid to the process. Introductory students are
                 usually required to work individually, rather than in
                 teams, to ensure each acquires a minimum understanding
                 of the fundamentals. This has the effect of encouraging
                 students, during the formative stages, to develop
                 individualistic work habits, which are often
                 inconsistent with working in teams. Even though group
                 programming projects may be imposed on students in
                 later course work, these experiences are often too
                 late, or otherwise insufficient, to offset the habits
                 and styles established during the CS1 and CS2 courses.
                 Although laboratory components are becoming more common
                 for upper division Computer Science courses, they are
                 still relatively uncommon at the CS1 and CS2 level. We
                 propose a laboratory component for CS1 and CS2 that
                 will emphasize programming-in-the-large and group
                 projects. These and other aspects of the lab will help
                 students, in a positive way, to become comfortable with
                 practices and processes considered essential to do
                 software development. They will not only learn the
                 fundamentals more successfully, but they will also
                 develop habits and styles that will better server them
                 in their careers as Computer Scientists.",
  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",
}

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