Abstract
This paper reports on an experimental course taught by the author at Worcester Polytechnic Institute. The motivation for the unusual structure of the course was to bolster student morale weakened by inadequate background. Students, whose performance in a course had been only average, were given academic credit for tutoring students in a trailing lectureless section. Student response was overwhelmingly favorable and academic results appear to be at least as good as under more traditional course structures.
Index Terms
The near blind leading the blind: One partial solution to the hacker battered student syndrome
Recommendations
The near blind leading the blind: One partial solution to the hacker battered student syndrome
SIGCSE '77: Proceedings of the eighth SIGCSE technical symposium on Computer science educationThis paper reports on an experimental course taught by the author at Worcester Polytechnic Institute. The motivation for the unusual structure of the course was to bolster student morale weakened by inadequate background. Students, whose performance in ...
The Israeli summer seminars for CS leading teachers
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education (ITiCSE'07)In this poster, we describe a four years experience of summer seminars for high-school computer-science (CS) leading teachers in Israel. The seminars featured encounters between CS researchers and teachers, as well as pedagogy based activities.
The Israeli summer seminars for CS leading teachers
ITiCSE '07: Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science educationIn this poster, we describe a four years experience of summer seminars for high-school computer-science (CS) leading teachers in Israel. The seminars featured encounters between CS researchers and teachers, as well as pedagogy based activities.






Comments