This week we had a paper published in The Art, Science, and Engineering of Programming, a new open access journal, entitled: An Analysis of Introductory Programming Courses at UK Universities. This paper is one of the outputs of a collaborative GW4 project led by James Davenport at the University of Bath, focusing on programming pedagogies and the effective teaching of software engineering at university level (with preliminary findings presented at CEP2017 in Durham in January), and will be presented at <Programming> 2017 in Brussels next week.
The abstract of the paper is below; you can read the full paper (or download a PDF) online:
An Analysis of Introductory Programming Courses at UK Universities
Ellen Murphy, Tom Crick and James H. Davenport
Context: In the context of exploring the art, science and engineering of programming, the question of which programming languages should be taught first has been fiercely debated since computer science teaching started in universities. Failure to grasp programming readily almost certainly implies failure to progress in computer science.
Inquiry: What first programming languages are being taught? There have been regular national-scale surveys in Australia and New Zealand, with the only US survey reporting on a small subset of universities. This the first such national survey of universities in the UK.
Approach: We report the results of the first survey of introductory programming courses (N=80) taught at UK universities as part of their first year computer science (or related) degree programmes, conducted in the first half of 2016. We report on student numbers, programming paradigm, programming languages and environment/tools used, as well as the underpinning rationale for these choices.
Knowledge: The results in this first UK survey indicate a dominance of Java at a time when universities are still generally teaching students who are new to programming (and computer science), despite the fact that Python is perceived, by the same respondents, to be both easier to teach as well as to learn.
Grounding: We compare the results of this survey with a related survey conducted since 2010 (as well as earlier surveys from 2001 and 2003) in Australia and New Zealand.
Importance: This survey provides a starting point for valuable pedagogic baseline data for the analysis of the art, science and engineering of programming, in the context of substantial computer science curriculum reform in UK schools, as well as increasing scrutiny of teaching excellence and graduate employability for UK universities.
(also see: Publications)