Spartan Daily, February 23, 2001

Volume 116, Issue 21https://scholarworks.sjsu.edu/spartandaily/9657/thumbnail.jp

Spartan Daily, February 23, 2001

Volume 116, Issue 21https://scholarworks.sjsu.edu/spartandaily/9657/thumbnail.jp

Spartan Daily, February 7, 2003

Volume 120, Issue 11https://scholarworks.sjsu.edu/spartandaily/9807/thumbnail.jp

Spartan Daily, February 19, 2001

Volume 116, Issue 17https://scholarworks.sjsu.edu/spartandaily/9653/thumbnail.jp

The Cowl - v.31 - n.2 - Apr 19, 1978

The Cowl - student newspaper of Providence College. Volume 31, Number 2 - April 19, 1978. 12 pages. Note:Volume number XXXI duplicates the 1968-69 academic year

Creative Coding and Visual Portfolios for CS1

In this paper, we present the design and development of a new approach to teaching the college-level introductory computing course (CS1) using the context of art and creative coding. Over the course of a semester, students create a portfolio of aesthetic visual designs that employ basic computing structures typically taught in traditional CS1 courses using the Processing programming language. The goal of this approach is to bring the excitement, creativity, and innovation fostered by the context of creative coding. We also present results from a comparative study involving two offerings of the new course at two different institutions. Additionally, we compare our results with another successful approach that uses personal robots to teach CS1

Spartan Daily, January 26, 1999

Volume 112, Issue 1https://scholarworks.sjsu.edu/spartandaily/9358/thumbnail.jp

Creative Coding and Visual Portfolios for CS1

In this paper, we present the design and development of a new approach to teaching the college-level introductory computing course (CS1) using the context of art and creative coding. Over the course of a semester, students create a portfolio of aesthetic visual designs that employ basic computing structures typically taught in traditional CS1 courses using the Processing programming language. The goal of this approach is to bring the excitement, creativity, and innovation fostered by the context of creative coding. We also present results from a comparative study involving two offerings of the new course at two different institutions. Additionally, we compare our results with another successful approach that uses personal robots to teach CS1