Abstract
At the Computer Science Conference in St. Louis in February, 1981, there were 34 job offers for each PhD and 12 for each Bachelors candidate. These figures come as no surprise to those of us who teach undergraduate computer science courses. Where we once taught beginning classes of 30, we are performing before lecture sections of 250. This short paper reports on an innovative introductory computer science course which attempts to make more productive use of faculty and teaching assistant time.
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