This paper describes a design of a second-year, 20 ECTS credit course on imperative and object-oriented programming. The key design rhetoric is encouraging students to assume responsibility for their own learning, and to this end, elements from mastery learning and other teaching strategies are used in concert to construct an achievement-based system where students are put in charge of how and when they are examined. In addition to describing the elements of the course design, the paper reports on experiences from teaching in this format, and how the format has evolved over time.
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|(CER) Mastery Learning-Like Teaching with Achievements|
|(CSES) Assessing the Usability of a Novel System for Programming Education|
Giovanni Vincenti University of Baltimore, Scott Hilberg , James Braman , Michael Satzinger University of Baltimore, Lily Cao Towson UniversityFile Attached
|(CSES) Applied and Adaptive Curriculum in Introductory to Computer Science Courses for Success in Diverse Student Groups|
Aybuke Gul Turker University of Wisconsin - Madison, Christine Corbett Moran California Institute of TechnologyFile Attached