From theory to practice: implementing the CC2001's introductory programming sequence

Xavier University of LA's Computer Sciences and Computer Engineering (CSCE) Department recently assessed its computer science program using both its own assessment data and the computing curricula 2001 (CC2001) recommendations. This assessment resulted in changes to Xavier's computer science curriculum. Specifically, the department examined its introductory programming sequence and developed a detailed schedule that addressed both the department's needs and the curriculum recommendations. The previous ACM recommended curriculum suggested a two-course introductory programming sequence; however, since a large number of Xavier's incoming students have no programming experience, the CSCE Department had been offering a three- course introductory programming sequence. This three- course sequence provided time for the faculty to discuss the recommended topics in the detail necessary for our students. The CC2001 recommendations realized that a three-course sequence is more appropriate for the topic coverage needed and provided a curriculum that contained this type of introduction. The Xavier CSCE faculty considered these recommendations and used its experience in working with a three-course introductory sequence to develop a new sequence that includes the topics suggested in the new curriculum recommendations while considering many of the realities of teaching such a sequence to undergraduates with no programming experience. This paper discusses the process used by the department in making the curriculum changes, particularly focusing on the introductory programming sequence. The paper provides the rationale used in developing the course sequence and the specific topics addressed in these courses.