Communications of the ACM - Special issue: Soviet computing
Computing programs in small colleges
Communications of the ACM
A revised model curriculum for a liberal arts degree in computer science
Communications of the ACM
An undergraduate program in computer science—preliminary recommendations
Communications of the ACM
Journal on Educational Resources in Computing (JERIC)
Components-first approaches to CS1/CS2: principles and practice
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Practice what you preach: full separation of concerns in CS1/CS2
Proceedings of the 37th SIGCSE technical symposium on Computer science education
A 2007 model curriculum for a liberal arts degree in computer science
Journal on Educational Resources in Computing (JERIC)
SIGPLAN programming language curriculum workshop: Workshop organization
ACM SIGPLAN Notices
Has the paradigm shift in CS1 a harmful effect on data structures courses: a case study
Proceedings of the 40th ACM technical symposium on Computer science education
A snapshot of current practices in teaching the introductory programming sequence
Proceedings of the 42nd ACM technical symposium on Computer science education
Introductory computing course content: educator and student perspectives
Proceedings of the 2011 conference on Information technology education
A fast measure for identifying at-risk students in computer science
Proceedings of the ninth annual international conference on International computing education research
Investigating factors of student learning in introductory courses
Proceeding of the 44th ACM technical symposium on Computer science education
Applying software engineering in CS1
Proceedings of the 18th ACM conference on Innovation and technology in computer science education
An open platform for managing short programming exercises
Proceedings of the ninth annual international ACM conference on International computing education research
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Thirty-one years ago, the ACM Computing Curricula used the terms "CS1" and "CS2" to designate the first two two courses in the introductory sequence of a computer science major. While computer science education has greatly changed since that time, we still refer to introduction to programming courses as CS1 and basic data structures courses as CS2. This common shorthand is then used to enable students to transfer between institutions and as a base of many research studies. In this paper we show that while there is wide agreement on the connotation of CS1 and CS2, there is little agreement as to the denotation of these terms. Surveying CS1 and CS2 instructors, we find little agreement on how important various topics are to each of these course and less agreement on how well students master the material. Even after limiting the analysis to whether a topic has ANY important or students complete a course with ANY mastery of the material, we continue to find significant disagreements between instructors.