Jack Parkinson

TL;DR: The Thinkathon as mentioned in this paper was designed to encourage students to make the connection between code comprehension in labs and a final examination that required solutions to pencil-and-paper comprehension and writing exercises, where sound understanding of programming concepts is essential.

TL;DR: The report of an ITiCSE working group that gathered information on pass rates from several institutions to determine whether prior results can be confirmed, and conducted a detailed comparison of pass rates in introductory programming courses with passes in introductory courses in other STEM disciplines found that pass rates appear to average about 75; that there is some evidence that they sit at the low end of the range of pass rate in introductory STEM courses.

TL;DR: A theoretical model is posed for the relationship between computer science ability and spatial skills, exploring ways in which the cognitive processes involved in each overlap, and hence may influence one another, and whether computer science education could be significantly improved.

TL;DR: The findings concerning perceived challenges to industry, the skills and knowledge to be imparted at university and the workplace learning opportunities which can be exploited by companies are detailed.

TL;DR: In this paper, the authors describe a spatial skills intervention delivered to around 60 students in introductory computing courses who tested with relatively low spatial skills, mirroring a well established intervention developed and used by Sorby in engineering for over 20 years.