Instructors in the Decision Sciences are faced with a dilemma in training students in computer programming. Programming skill is frequently a prerequisite to effectively utilizing conceptual and applied material in the Decision Sciences. However, teaching computer programming languages in the classroom is often viewed as wasteful of time that can be devoted to more conceptual material. Along with this dilemma is another problem. Providing programming instruction to satisfying increasing student demand is placing an ever increasing burden on business schools' resources.
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