Communications of the ACM
An improved first year course taking into account third world students
SIGCSE '93 Proceedings of the twenty-fourth SIGCSE technical symposium on Computer science education
Assessing student's critical thinking skills and attitudes toward computer science
SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
Characterizations of computing careers: students and professionals disagree
Computers & Education
Gender and computing: a decade of change?
Computers & Education
A study of barriers to women in undergraduate computer science.
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
SIGCPR '98 Proceedings of the 1998 ACM SIGCPR conference on Computer personnel research
Computer science: through the eyes of potential students
ACSE '98 Proceedings of the 3rd Australasian conference on Computer science education
A structured review of reasons for the underrepresentation of women in computing
Proceedings of the 2nd Australasian conference on Computer science education
A fundamentals-based curriculum for first year computer science
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
A gendered view of computer professionals: preliminary results of a survey
ACM SIGCSE Bulletin - Women and Computing
An ACM-W literature review on women in computing
ACM SIGCSE Bulletin - Women and Computing
Implementing CC2001: a breadth-first introductory course for a just-in-time curriculum design
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Breadth-also: a rationale and implementation
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Another breadth-first approach to CS I using python
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
A Survey of Attitudes to Computing at the University of the Witwatersrand
Proceedings of the IFIP TC9/WG9.1 Fifth International Conference on Woman, Work and Computerization: Breaking Old Boundaries - Building New Forms
Why I.T. Doesn't Appeal to Young Women
Proceedings of the IFIP TC9/WG9.1 Seventh International Conference on Woman, Work and Computerization: Charting a Course to the Future
Science of computing suite (SOCS): resources for a breadth-first introduction
Proceedings of the 35th SIGCSE technical symposium on Computer science education
A computer literacy course may initially be detrimental to students' attitudes towards computers
SAICSIT '04 Proceedings of the 2004 annual research conference of the South African institute of computer scientists and information technologists on IT research in developing countries
Teaching entering students to think like computer scientists
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Changes in CS students' sttitudes towards CS over time: an examination of gender differences
Proceedings of the 36th SIGCSE technical symposium on Computer science education
The effect of CS unplugged on middle-school students' views of CS
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
Computing at the high school level: Changing what teachers and students know and believe
Computers & Education
The impact of IMPACT: assessing students' perceptions after a day of computer exploration
Proceedings of the 16th annual joint conference on Innovation and technology in computer science education
CS Unplugged and Middle-School Students’ Views, Attitudes, and Intentions Regarding CS
ACM Transactions on Computing Education (TOCE)
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First year students at the University of the Witwatersrand in Johannesburg, South Africa, were surveyed about their perceptions of Computer Science before and towards the end of their first year courses. The aim of this research was to investigate how the students' attitudes changed during these courses and to assess the impact of the innovative breadth-first curriculum that has been developed in the School of Computer Science which emphasises the fundamentals of the discipline and the mathematical nature of Computer Science. The results show that most perceptions did not change much or that there were changes in both directions. More students, and particularly female students, were positive about their own understanding of the nature of Computer Science after the course than before. However, when asking specifically about jobs and course content, there was not a substantially deeper understanding at the end of the course of what content they would expect to encounter in a Computer Science course or working as a Computer Scientist. Fewer students, particularly male students, thought that Computer Science and mathematics were closely related after the course than before and this was an unexpected result, which may be the result of discrete mathematics topics being taught in courses separate from those in which continuous mathematics topics are taught. Students became less positive about working with computers after the course, a result which supports prior research, but is an issue for concern as computers will play some role in their future careers. The students found the courses challenging and different from their expectations with few students finding the courses unenjoyable.