Impact of alternative introductory courses on programming concept understanding
Proceedings of the first international workshop on Computing education research
Proceedings of the second international workshop on Computing education research
Graphic designers who program as informal computer science learners
Proceedings of the second international workshop on Computing education research
Making computing attractive for non-majors: a course design
Journal of Computing Sciences in Colleges
Using undergraduate interdisciplinary research to promote computer science
Journal of Computing Sciences in Colleges
Broadening participation in computing: issues and challenges
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
Narrating data structures: the role of context in CS2
Proceedings of the third international workshop on Computing education research
Narrating data structures: The role of context in CS2
Journal on Educational Resources in Computing (JERIC)
Novices' knowledge construction of difficult concepts in CS1
ACM SIGCSE Bulletin
A survey of literature on the teaching of introductory programming
Working group reports on ITiCSE on Innovation and technology in computer science education
AI assignments in a CS1 course: reflections and evaluation
Journal of Computing Sciences in Colleges
Context as Support for Learning Computer Organization
Journal on Educational Resources in Computing (JERIC)
"Georgia computes!": improving the computing education pipeline
Proceedings of the 40th ACM technical symposium on Computer science education
Engagement: gaming throughout the curriculum
Proceedings of the 40th ACM technical symposium on Computer science education
Experience report: CS1 for majors with media computation
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
Teaching a CS introductory course: An active approach
Computers & Education
Proceedings of the 73rd ASIS&T Annual Meeting on Navigating Streams in an Information Ecosystem - Volume 47
Proceedings of the 42nd ACM technical symposium on Computer science education
Journal of Computing Sciences in Colleges
Learning web development: challenges at an earlier stage of computing education
Proceedings of the seventh international workshop on Computing education research
Using the context of algorithmic art to change attitudes in introductory programming
Journal of Computing Sciences in Colleges
Engaging game design students using peer evaluation
Proceedings of the 2011 conference on Information technology education
Implementing IT0/CS0 with scratch, app inventor forandroid, and lego mindstorms
Proceedings of the 2011 conference on Information technology education
A Motivation Guided Holistic Rehabilitation of the First Programming Course
ACM Transactions on Computing Education (TOCE)
Retaining nearly one-third more majors with a trio of instructional best practices in CS1
Proceeding of the 44th ACM technical symposium on Computer science education
Proceeding of the 44th ACM technical symposium on Computer science education
Peer instruction in computer science at small liberal arts colleges
Proceedings of the 18th ACM conference on Innovation and technology in computer science education
Exploring hypotheses about media computation
Proceedings of the ninth annual international ACM conference on International computing education research
Sneaking in through the back door: introducing k-12 teachers to robot programming
Proceedings of the 45th ACM technical symposium on Computer science education
ACM Transactions on Computing Education (TOCE)
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Traditional introductory computer science (CS) courses have had little success engaging non-computer science majors. At the Georgia Institute of Technology, Atlanta, where introductory CS courses are a requirement for CS majors and nonmajors alike, two tailored introductory courses were introduced as an alternative to the traditional course. The results were encouraging: more nonmajors succeeded (completed and passed) in tailored courses than in the traditional course, students expressed fewer negative reactions to the course content, and many reported that they would be interested in taking another tailored CS course. The authors present findings from a pilot study of the three courses and briefly discuss some of the issues surrounding the tailored courses for nonmajors: programming, context, choice of language, and classroom culture.