Previous studies indicate that the use of pair programming has beneficial effects on student learning. In this article, we present a controlled study that directly measured students' acquisition of individual programming skills using laboratory practica (in which students programmed individually under exam conditions). Additionally, we analyzed other measures of student performance, attitudes, and retention. Our results provide direct evidence that pair programming improves the individual programming skills of lower SAT students, and that students who pair program are more confident in their work and are more likely to successfully complete the course. Results from the four other major studies of the effects of pair programming are reviewed and compared with those presented here in order to draw broader conclusions.

An analysis of data from 259 CS1 students is performed to compare the performance of students who were paired by demonstrated ability to that of students who were paired randomly or worked alone. The results suggest that when given individual programming tasks to complete, lowestquartile students who were paired by ability perform better than those who were paired randomly and those who worked alone.

Previous studies have reported significant educational benefits from the use of pair-programming, in which two students program together at the same computer. Here, we report the results of a controlled study designed to measure the effects of pair-programming on the development of individual programming ability. Our findings indicate significant improvements in individual programming skill for students with lower SAT scores. Additionally, we found that all students are more likely to complete the course successfully when using pair-programming.

Many computer science programs have capstone experiences or project courses that allow students to integrate knowledge from the full breadth of their major. Such capstone projects may be student-designed, instructor-designed, designed in conjunction with outside companies, or integrated with ongoing free and open source (FOSS) projects. The literature shows that the FOSS approach has attracted a great deal of interest, in particular when implemented with projects that have humanitarian goals (HFOSS). In this article, we describe five unique models from five distinct types of institutions for incorporating sustained FOSS or HFOSS (alternatively H/FOSS) project work into capstone experiences or courses. The goal is to provide instructors wishing to integrate open source experiences into their curriculum with additional perspectives and resources to help in adapting this approach to the specific needs and goals of their institution and students. All of the models presented are based on sustained engagement with H/FOSS projects that last at least one semester and often more. Each model is described in terms of its characteristics and how it fits the needs of the institution using the model. Assessment of each model is also presented. We then discuss the themes that are common across the models, such as project selection, team formation, mentoring, and student assessment. We examine the choices made by each model, as well as the challenges faced. We end with a discussion how the models have leveraged institutional initiatives and collaborations with outside organizations to address some of the challenges associated with these projects.

Previous studies have reported significant educational benefits from the use of pair-programming, in which two students program together at the same computer. Here, we report the results of a controlled study designed to measure the effects of pair-programming on the development of individual programming ability. Our findings indicate significant improvements in individual programming skill for students with lower SAT scores. Additionally, we found that all students are more likely to complete the course successfully when using pair-programming.