The Internet as a motivating theme in a math/computer core course for nonmajors
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Hands-on labs without computers
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
A net-centric curricular focus
Journal of Computing Sciences in Colleges
Benefits of a CS0 course in liberal arts colleges
Journal of Computing Sciences in Colleges
Design process for a non-majors computing course
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Content and laboratories of a computing science course for non-majors in the 21st Century
Journal of Computing Sciences in Colleges
Communications of the ACM - Self managed systems
A CS0 course for the liberal arts
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Cyberattacks: a lab-based introduction to computer security
Proceedings of the 7th conference on Information technology education
Avoiding traceroute anomalies with Paris traceroute
Proceedings of the 6th ACM SIGCOMM conference on Internet measurement
Making computing attractive for non-majors: a course design
Journal of Computing Sciences in Colleges
An introduction to computer science for non-majors using principles of computation
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Education: Paving the way for computational thinking
Communications of the ACM - Designing games with a purpose
Proceedings of the 40th ACM technical symposium on Computer science education
Training students to steal: a practical assignment in computer security education
Proceedings of the 42nd ACM technical symposium on Computer science education
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Compelling experiences in introductory courses make a key difference in whether non-majors develop an interest in computer science, possibly even converting them into undergraduate majors or minors. In this paper we advocate integrated hands-on laboratory style activities to provide such pivotal experiences. In the lab activities we describe, students do not engage in programming, yet they learn to think computationally by engaging in computational activities. The course in which these labs are implemented is oriented around three aspects of the the internet's underside: its techno-scientific underpinnings, environmental and energy problems and promise brought on by its rapid growth, and security threats associated with its use. We describe the goals and content of the lab activities, as well as various challenges encountered through their implementation. We also discuss student responses and future directions.