Teaching Security in Introductory C-Programming Courses

[ES] The challenges in the age of digitalization demand that universities qualify their computer science and engineering graduates well with respect to IT Security (information technology security). In engineering education such lectures are often offered as an elective subject, only. We propose to teach security aspects with respect to robustness and correctness already in the introductory programming course and therefore to cover at least parts of the overall field of IT Security as a compulsory subject for all students. The paper describes the integration of some rules and recommendations from the SEI Cert C Coding Standard into our introductory C programming course and discusses our experience with the course over the last two years with respect to its contents, realization, evaluation and examination.Pawelczak, D. (2020). Teaching Security in Introductory C-Programming Courses. En 6th International Conference on Higher Education Advances (HEAd'20). Editorial Universitat Politècnica de València. (30-05-2020):595-603. https://doi.org/10.4995/HEAd20.2020.1111459560330-05-202

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

A Cooperative Development System for an Interactive Introductory Programming Course

We present a system for a cooperative development of computer programs that was created for the lab sessions of an introductory programming course at the University of Ljubljana, Slovenia. The system relieved the students from the tedious task of retyping programs developed by the teaching assistant and enabled them to cooperate with the teaching assistant in solving programming problems. We thus made the lab sessions more efficient and interactive and brought them closer to the spirit of active learning approaches