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181   $ctxt
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183   $acr
200 00$a2007 37th Annual Frontiers in Education Conference
210 31$a[Place of publication not identified]$cI E E E$d2007
215   $a1 online resource
300   $aBibliographic Level Mode of Issuance: Monograph
311 08$a9781424410835 
311 08$a1424410835 
330   $aFinding effective means of meeting students' varied needs during introductory programming classes is a perpetual challenge. Maintaining motivation and a sufficient level of engagement across an undergraduate group with diverse prior experience is not a simple task. Claims for successful approaches include forms of differentiated teaching and paired programming. Competitions run by professional bodies and the software industry are often used to provide further external motivation. This paper presents the outcomes of a collaborative initiative across four universities which drew on aspects of both these approaches. Academics in the partner institutions had already implemented specific practice to accommodate the variety of student needs. The TOPS project was designed to involve and extend students through the processes of devising and competing in an inter-university challenge. Analysis of the outcomes has enabled the development of further understanding and good practice in this important area.
606   $aTechnical education$vCongresses
615  0$aTechnical education
676   $a607.1
801  0$bPQKB
906   $aPROCEEDING
912   $a9910146726903321
996   $a2007 37th Annual Frontiers in Education Conference$92375314
997   $aUNINA