Computer organization (2nd ed.)
Computer organization (2nd ed.)
An introduction to data structures with applications (2nd ed.)
An introduction to data structures with applications (2nd ed.)
Fundamentals of interactive computer graphics
Fundamentals of interactive computer graphics
Assembler language with ASSIST and ASSIST/I (3rd ed.)
Assembler language with ASSIST and ASSIST/I (3rd ed.)
Introduction to computer science (3rd ed.)
Introduction to computer science (3rd ed.)
Computer algorithms: introduction to design and analysis
Computer algorithms: introduction to design and analysis
An introduction to operating systems (2nd ed.)
An introduction to operating systems (2nd ed.)
An introduction to database systems (7th ed.)
An introduction to database systems (7th ed.)
Curriculum '78—is computer science really that unmathematical?
Communications of the ACM
A survey of the literature in computer science education since curriculum '68
Communications of the ACM
A computer science course program for small colleges
Communications of the ACM
Computer Hardware and Organization
Computer Hardware and Organization
Microcomputer Interfacing
Systems Programming
Introduction To Automata Theory, Languages, And Computation
Introduction To Automata Theory, Languages, And Computation
Hardware component of an upper level computer science curriculum
SIGCSE '83 Proceedings of the fourteenth SIGCSE technical symposium on Computer science education
Computer education, past, present, and future
ACM SIGCSE Bulletin
Principles of Compiler Design (Addison-Wesley series in computer science and information processing)
Principles of Compiler Design (Addison-Wesley series in computer science and information processing)
Hardware component of an upper level computer science curriculum
SIGCSE '83 Proceedings of the fourteenth SIGCSE technical symposium on Computer science education
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In response to national curricular trends, the computer science curriculum at the University of North Florida has undergone three iterations since its inception in 1972. Experiences with the development of the North Florida curriculum coupled with recent exposure to the current thinking of the IEEE-CS Curriculum Committee motivate this paper. The curriculum as outlined in this paper owes its origins to the earlier ACM and IEEE-CS model curricula.