Abstract
There have been selected cases of satisfactorily teaching undergraduates the topic of concurrent programming. However, these reported experiences did not validate nor invalidate the feasibility claim as they did not provide statistical evidence and validity threat acknowledgments. Prior to this study, there have not been any controlled experiments to address the feasibility of introducing concurrent programming into the curriculum. Unfortunately, in curriculum development, it is seldom that we make decisions based on experimentation. We conducted a controlled experiment to determine whether introducing concurrent programming into the novice or lower-level undergraduate curriculum is possible. The experimental hypotheses examined concurrent programming from a concepts perspective and a problem-solving perspective. We conducted a detailed analysis of both internal and external validity threats to assess not only the validity, but the generalizability of the findings. The findings provide scientific evidence that introducing concurrent programming into the novice or lower-level undergraduate curriculum is possible.
- 1 Bachus, Bruce D., Determining the Feasibility of Introducing Concurrent Programming into the Lower-Level Curriculum via a Controlled Experiment DSc Dissertation, The George Washington University, 1996. Google Scholar
Digital Library
- 2 Miller, Russ, "The Status of Parallel Processing Education," Special Report, Computer, Vol. 27, No. 8, Aug 94, pp. 40-43. Media, McGraw-Hill Google Scholar
Digital Library
Index Terms
Concurrent programming CAN be introduced into the lower-level undergraduate curriculum
Recommendations
Concurrent programming CAN be introduced into the lower-level undergraduate curriculum
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A student-designed Undergraduate program
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