Neena Thota

TL;DR: A holistic approach to designing an introductory, object-oriented programming course grounded in constructivism and pedagogy of phenomenography is described, which uses constructive alignment as the framework to align assessments, learning, and teaching with planned learning outcomes.

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: The results of the study showed a number of recurrent themes and patterns such as curriculum difficulties, training and support for teachers, as well as the understanding and relevance of computer science.

TL;DR: It was found that while many academics were not aware of their students taking a MOOC and had not observed any changes to teaching programs at their institutions because of MOocs, there was evidence of some activity and future plans for engagement in MOOCs.

TL;DR: An in-depth analysis of international student engagement instruments is carried out to facilitate a greater awareness of the international benchmarks and what aspects of student engagement they measure and to provide feedback to the designers of these instruments from a CS perspective.