Computer science: a core discipline of liberal arts and sciences
SIGCSE '89 Proceedings of the twentieth SIGCSE technical symposium on Computer science education
Should we teach students to program?
Communications of the ACM
Introductory computing: a new approach
SIGCSE '93 Proceedings of the twenty-fourth SIGCSE technical symposium on Computer science education
Creating an authentic learning experience in introductory programming courses
SIGCSE '95 Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education
Introductory computer science: bits of theory, bytes of practice
Introductory computer science: bits of theory, bytes of practice
Problem Solving with Computers
Problem Solving with Computers
“I do and I understand”: mastery model learning for a large non-major course
SIGCSE '99 The proceedings of the thirtieth SIGCSE technical symposium on Computer science education
Fluency in information technology: a second course for non-CIS majors
Proceedings of the thirty-first 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
Journal of Computing Sciences in Colleges
Introduction to computing for future elementary and middle-school teachers
Journal of Computing Sciences in Colleges
Information technology fluency in practice
Working group reports from ITiCSE on Innovation and technology in computer science education
A robust web programming and graphics course for non-majors
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Making computing attractive for non-majors: a course design
Journal of Computing Sciences in Colleges
Teaching complexity via spreadsheets
Journal of Computing Sciences in Colleges
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At Villanova University we have a popular course for non-majors focused on problem solving with computers, taught using our own lecture and lab materials. This paper seeks to describe the essence of the problem solving course by focusing on an assignment that is given after the first unit of the course has been completed. This assignment, writing an essay about how someone uses a computer to solve a problem, requires the application of most of the topics of the first third of the course and is very representative of the spirit of the course as a whole.