Abstract
AbstractThis paper examines recent efforts at Binghamton University to teach the computer programming language Python to Industrial and Systems Engineering (ISE) undergraduates who possess little prior programming experience. The rationale behind selecting Python to teach is discussed. An evaluation of students’ learning outcomes shows that performance is distinguishable by gender, class standing, and class attendance. Lessons learned from the instructor's and the students’ perspectives are presented.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
