A model curriculum for a liberal arts degree in computer science
Communications of the ACM - The MIT Press scientific computation series
Teaching programming: a new approach based on analysis skills
SIGCSE '88 Proceedings of the nineteenth SIGCSE technical symposium on Computer science education
Communications of the ACM
Teaching recursion as a problem-solving tool using standard ML
SIGCSE '89 Proceedings of the twentieth SIGCSE technical symposium on Computer science education
A debate on teaching computing science
Communications of the ACM
Most computer organization courses are built upside down
SIGCSE '91 Proceedings of the twenty-second SIGCSE technical symposium on Computer science education
Computer organization: a top-down approach
Computer organization: a top-down approach
Communications of the ACM
Communications of the ACM - Special issue on information filtering
Gateway laboratories: integrated, interactive learning modules
SIGCSE '93 Proceedings of the twenty-fourth SIGCSE technical symposium on Computer science education
A three-fold introduction to computer science
SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
Recommended curriculum for CS2, 1984: a report of the ACM curriculum task force for CS2
Communications of the ACM
Discrete mathematics as a precursor to programming
SIGCSE '90 Proceedings of the twenty-first SIGCSE technical symposium on Computer science education
Recommended curriculum for CS1, 1984
Communications of the ACM
Curriculum '78—is computer science really that unmathematical?
Communications of the ACM
A three-fold introduction to computer science
SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
AAA and CS 1: the applied apprenticeship approach to CS 1
SIGCSE '95 Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education
A computer science community service project
CHI '95 Conference Companion on Human Factors in Computing Systems
SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education
Foundations of computer science: what are they and how do we teach them?
ITiCSE '96 Proceedings of the 1st conference on Integrating technology into computer science education
Adding some spice to CS1 curricula
SIGCSE '97 Proceedings of the twenty-eighth SIGCSE technical symposium on Computer science education
Using visualization to teach novices recursion
Proceedings of the 6th annual conference on Innovation and technology in computer science education
Teaching Critical Thinking and Problem Defining Skills
Education and Information Technologies
Designing an information security program as a core competency of network technologists
CITC5 '04 Proceedings of the 5th conference on Information technology education
Fostering a creative interest in computer science
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Creative students: what can we learn from them for teaching computer science?
Proceedings of the 6th Baltic Sea conference on Computing education research: Koli Calling 2006
Software engineering education: A study on conducting collaborative senior project development
Journal of Systems and Software
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Computer science is a fundamentally creative endeavour. The creativity necessary for science is not produced through a knowledge of many facts, but through deep insight into the relationships between facts and the methods of inquiry through which they are discovered. The goal of computer science education should be the development of insight into the methods and nature of the discipline, not simply exposure to its current factual content. Unfortunately, few aspects of insight are explicitly addressed in any standard curricula. We call for, and present an outline for, a curricula based on insight rather than topics.