Interests:

  • Factors for success in introductory programming.
  • Effectiveness of online and inverted classrooms.

Textbooks


Articles

  • Jennifer Campbell, Andrew Petersen, and Jacqueline Smith. 2019. Self-paced Mastery Learning CS1. To Appear in the Proceedings of the 50th ACM Technical Symposium on Computing Science Education, Minnesota, MN, USA. 6 pages.
  • Jennifer Campbell and Michelle Craig. 2018. Drop-In Help Centres: An Alternative to Office Hours. In Proceedings of the 23rd Western Canadian Conference on Computing Education (WCCCE ‘18). 9:1–9:6.
  • Jennifer Campbell, Michelle Craig, and Marcus Law. 2017. Computing for Medicine: An Experience Report. In Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE ‘17). 281-286.
  • Andrew Petersen, Michelle Craig, Anya Tafliovich, and Jennifer Campbell. Revisiting why students drop CS1. 2016. In Proceedings of the 16th Koli Calling International Conference on Computing Education Research (Koli Calling ‘16). 71-80. Special commendation: Runner-up for best paper
  • Jennifer Campbell, Diane Horton and Michelle Craig. “Factors for Success in Online CS1”. 2016. In Proceedings of the 2016 conference on Innovation & Technology in Computer Science Education (ITiCSE’16). 320-325. Runner Up for Best Paper at ITiCSE 2016.
  • Diane Horton, Jennifer Campbell, and Michelle Craig. 2016. Online CS1: Who Enrols, Why, and How Do They Do?. In Proceedings of the 47th ACM Technical Symposium on Computing Science Education (SIGCSE ‘16). 323-328.
  • Anya Tafliovich, Andrew Petersen, and Jennifer Campbell. 2016. Evaluating Student Teams: Do Educators Know What Students Think?. In Proceedings of the 47th ACM Technical Symposium on Computing Science Education (SIGCSE ‘16). 181-186.
  • Jennifer Campbell and Anya Tafliovich. 2015. An Experience Report: Using Mobile Development To Teach Software Design. In Proceedings of the 46th ACM technical symposium on Computer science education (SIGCSE 2015). 506-511.
  • Anya Tafliovich, Andrew Petersen, and Jennifer Campbell. 2015. On the Evaluation of Student Team Software Development Projects. In Proceedings of the 46th ACM technical symposium on Computer science education (SIGCSE 2015). 494-499.
  • Jennifer Campbell, Alison Gibbs, Hedieh Najafi, and Cody Severinski. 2014. A comparison of learner intent and behaviour in live and archived MOOCs. The International Review Of Research In Open And Distributed Learning, 15(5).
  • Diane Horton, Michelle Craig, Jennifer Campbell, Paul Gries, and Daniel Zingaro. 2014. Comparing outcomes in inverted and traditional CS1. In Proceedings of the 2014 conference on Innovation & technology in computer science education (ITiCSE ‘14). 261-266.
  • Jennifer Campbell, Diane Horton, Michelle Craig, Paul Gries. 2014. Evaluating an Inverted CS1. In Proceedings of the 45th ACM technical symposium on Computer science education (SIGCSE 2014). 307-312. Anya Tafliovich, Jennifer Campbell and Andrew Petersen: A Student Perspective on Prior Experience in CS1, SIGCSE, 2013.

Panels and Posters

  • Jennifer Campbell, Stan Kurkovsky, Chun Wai Liew, and Anya Tafliovich. 2016. Scrum and Agile Methods in Software Engineering Courses. In Proceedings of the 47th ACM Technical Symposium on Computing Science Education (SIGCSE ‘16). 319-320.
  • Daniel D. Garcia, Jennifer Campbell, John DeNero, Mary Lou Dorf, and Stuart Reges. 2016. CS10K Teachers by 2017?: Try CS1K+ students NOW! Coping with the Largest CS1 Courses in History. In Proceedings of the 47th ACM Technical Symposium on Computing Science Education (SIGCSE ‘16). 396-397.
  • Diane Horton and Jennifer Campbell. 2014. Impact of reward structures in an inverted course. In Proceedings of the 2014 conference on Innovation & technology in computer science education (ITiCSE ‘14). ACM, New York, NY, USA, 341-341.
  • Daniel D. Garcia, Jennifer Campbell, Rebecca Dovi, and Cay Horstmann. 2014. Re- discovering the passion, beauty, joy, and awe: making computing fun again, part 7. In Proceedings of the 45th ACM technical symposium on Computer science education (SIGCSE 2014). 273-274.