Entry Shackelford:1994:IDF from sigcse1990.bib

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BibTeX entry

@Article{Shackelford:1994:IDF,
  author =       "Russell L. Shackelford and Richard J. LeBlanc",
  title =        "Integrating ``depth first'' and ``breadth first''
                 models of computing curricula",
  journal =      j-SIGCSE,
  volume =       "26",
  number =       "1",
  pages =        "6--10",
  month =        mar,
  year =         "1994",
  CODEN =        "SIGSD3",
  DOI =          "https://doi.org/10.1145/191033.191037",
  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 =     "Traditional undergraduate Computer Science curricula
                 have been increasingly challenged on a host of grounds:
                 undergraduate computing education is attracting fewer
                 majors, is not producing graduates who satisfy the
                 needs of either graduate programs or business and
                 industry, and is not effectively responding to the
                 increasing needs for computing education among the
                 larger student population. In the face of such
                 challenges, there has been a recent movement to
                 restructure undergraduate computing curricula. At
                 Georgia Tech we have design (AY 91-92) and implemented
                 (AY92-93) a new computing curriculum that features a
                 radical restructuring of subject matter. During the
                 design and implementation process, we paid close and
                 critical attention to the particulars of both the ACM
                 recommendations and reports from our colleagues at
                 other institutions who had already gained some
                 experience with ``Breadth First'' approaches. We have
                 conclude that curriculum modernization should integrate
                 key aspects of both ``Depth First'' and ``Breadth
                 First'' approaches. Our new curriculum is an example of
                 such integration. We present data (measures of student
                 performance and of student and faculty opinion) that
                 confirm that our approach is viable, and we now believe
                 that it can be a useful model for others. In this
                 paper, we outline the structure of our integrated
                 curriculum and report on key facets of our experience
                 with it.",
  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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