Communications of the ACM - Special issue: Soviet computing
The Analytical Engine; An Introduction to Computer Science Using the Internet
The Analytical Engine; An Introduction to Computer Science Using the Internet
CS girls rock: sparking interest in computer science and debunking the stereotypes
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
JavaScript programming basics: a laboratory series for beginning programmers
Journal on Educational Resources in Computing (JERIC)
A CS0 course for the liberal arts
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Educating the next generation of spammers
Proceedings of the 41st ACM technical symposium on Computer science education
Implementing IT0/CS0 with scratch, app inventor forandroid, and lego mindstorms
Proceedings of the 2011 conference on Information technology education
And, or, not: teaching logic in CS0
Journal of Computing Sciences in Colleges
CS0 as an indicator of student risk for failure to complete a degree in computing
Journal of Computing Sciences in Colleges
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Many computer science programs begin their major courses with a course in programming. If the department offers a service course for students not majoring in computer science it is often an applications course that encourages the belief that computer science is knowing how to use a computer skillfully. Courses that provide a broad view of the field of computer science are rare in Midwest small liberal arts colleges. This paper opens an old debate [4, 6] and argues that we do a disservice to computer science majors and non-majors alike by separating the two groups in this way. We make the point that we should offer introductory courses that are appropriate for all students regardless of their intended major. In addition to the arguments that have been proffered in the past, which are well documented in section 7.2 of Computing Curricula 2001 (CC2001) [4], this paper concentrates on two arguments: That doing so can help to attract more students to the discipline, and that a well thought-out broad introductory course can benefit majors and non-majors alike.