A three-fold introduction to computer science
SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
Integrating a breadth-first curriculum with relevant programming projects in CS1/CS2
SIGCSE '95 Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education
Alternative teaching strategies in CS I: supporting diversity (abstract)
SIGCSE '95 Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education
Web-based laboratories in the introductory curriculum enhance formal methods
SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education
Efficiency of algorithms for programming beginners
SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education
Computer science and general education: Java, graphics, and the Web
SIGCSE '99 The proceedings of the thirtieth SIGCSE technical symposium on Computer science education
Rethinking CS0 with JavaScript
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Using handheld computers in the classroom: laboratories and collaboration on handheld machines
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
A migration course for computer science graduate students
Journal of Computing Sciences in Colleges
Operationalizing information literacy and technology in a general education computer science course
Journal of Computing Sciences in Colleges
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Many colleges and universities are experiencing the need to offer an introductory computer science course that meets some but perhaps not all the guidelines suggested for a CS 1 course. This course frequently meets institutional general education requirements and must be more than a literacy course.We discuss the implementation of such a course at Hope College. We outline the goals of the course and some novel features of the implementation, including an emphasis on graphics. We give examples of our approach to laboratories. Finally we show how we utilize the World Wide Web as a substitute for a textbook and for course administration.