Abstract
In the second issue of the News (volume 24, number 2) this year I described the new breadth-first introductory curriculum in place at Montana State University, focusing on the role that theory plays in the four lecture courses constituting the curriculum. In the third issue (volume 24, number 3) an abbreviated syllabus was given for the four course sequence. During the interim, I have received numerous e-mail requests for more complete information, which indicates a growing interest in breadth-first, integrated approaches to the computer science curriculum as proposed in the Denning Report and Computing Curricula 1991 (cited in the last two issues). In this installment of the Forum some of the interesting aspects of the laboratory component of the curriculum are described.
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