title: Powerful Programming for Student Learning: Approaches That Make a Difference: New Directions for Student Services, Number 90
author: Debora L. Liddell
description: Over the past four decades, programming has continued to be a viable strategy for transmitting knowledge, affecting skills development, changing attitudes, and helping students reach their potential both on and off campus. This volume will assist student affairs professionals as they plan, implement, and evaluate their educational interventions on college and university campuses. From planning a lunchtime seminar to conducting a semester-long support group, this sourcebook will provide readers with guidance on implementing programming that is powerful, relevant, and focused on learning. The contributors detail each step of program assessment, planning, implementation, and outcome evaluation. They explain the importance of collaborating with faculty and others, illustrating several types of programming partnerships with four brief case studies-and examine the significant partnership aspects that led to programming success. The contributors also explore two of today's most relevant programming topics-multicultural competence and sexual violence-and provide an overview of a number of promising programs covering such areas as service learning, leadership, community-building, alcohol awareness, and diversity.
zlib_text: The Effects of Pair-Programming on Performance in an
  Introductory Programming Course
  Charlie McDowell and Linda Werner
  Computer Science Department
  University of California
  Santa Cruz, CA 95064
  {charlie,linda}@cs.ucsc.edu
  Heather Bullock and Julian Fernald
  Psychology Department
  University of California
  Santa Cruz, CA 95064
  {hbullock,jfernald}@cats.ucsc.edu
  Abstract
  The purpose of this study was to investigate the effects of
  pair-programming 
  on 
  student 
  performance 
  in 
  an
  introductory programming class. Data was collected from
  approximately 
  600 
  students 
  who 
  either 
  completed
  programming assignments with a partner or programmed
  independently. Students who programmed in pairs
  produced better programs, completed the course at higher
  rates, and performed about as well on the final exam as
  students who programmed independently. Our findings
  suggest that collaboration is an effective pedagogical tool
  for teaching introductory  programming.
  1. Introduction
  In the academic literature, coo