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This article identifies strengths and weaknesses in the introductory course sequence in computing, 1 1Read as “computer science,” “computer science and engineering”, or any similar title. and proposes an alternative sequence using a “breadth‐first” approach. This approach integrates theoretical material, includes scheduled laboratory work, and covers a broad range of subject matter in the discipline of computing. We also summarize our early experience teaching the first course in this sequence.
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Tucker et al. (1991) studied this question.
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