An approach to adding concurrency to an existing undergraduate course should integrate driving problems used in analogies, worked examples, and assignments; amplify the subject/topics of the existing course; and ensure that the addition does not have a negative impact on (a) conceptual focus, and (b) student learning, struggle, and engagement. When concurrency is added to a course covering object-based programming, five related design principles for meeting these, sometimes conflicting, requirements are: (a) analogies, worked examples, and assignments are all implementations of simulations of moving physical objects, (b) the user-interface components of the simulations are created automatically or implemented manually using the MVC design pattern, (c) assignment implementations are layered to follow the logical dependence among concepts, (d) the concurrency aspects of the functional components of the simulations are implemented using reusable loop and design patterns, and (e) students can experiment with concurrency extensions to implementations of worked examples and assignments. We followed these principles in multiple course offerings that added concurrency to two different courses on object-based programming. Our data-based evaluation of these offerings, using new inferencing algorithms, analyzed the number of posts and contributions to class discussion forums; the number of entries in class participation diaries; the number of times an automated test is run before it passes; and the percentage of attempts to implement different aspects of concurrency that yield no success. The results show that adding thread execution and creation, synchronization, and coordination has little or no significant effect on measures of engagement, learning, and struggle.

在现有本科课程中添加并发性的方法应该整合类比、工作示例和作业中使用的驱动问题；扩大现有课程的主题；并确保添加不会对 (a) 概念焦点和 (b) 学生的学习、斗争和参与产生负面影响。当并发性被添加到涵盖基于对象的编程的课程时，满足这些有时相互冲突的要求的五个相关设计原则是：(a) 类比、工作示例和作业都是模拟移动物理对象的实现，(b)模拟的用户界面组件是使用 MVC 设计模式自动创建或手动实现的，(c) 分配实现分层以遵循概念之间的逻辑依赖性，(d) 模拟功能组件的并发方面是使用可重用的循环和设计模式实现的，并且 (e) 学生可以试验并发扩展以实现工作示例和作业。我们在多门课程中遵循了这些原则，这些课程为两门不同的基于对象编程的课程增加了并发性。我们使用新的推理算法对这些产品进行了基于数据的评估，分析了帖子的数量和对课堂讨论论坛的贡献；课堂参与日记的条目数；自动化测试在通过之前运行的次数；以及尝试实现并发的不同方面但没有成功的百分比。结果表明，添加线程执行和创建、同步、