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The approach taken to teach the first undergraduate course in computer science varies a great deal. The one that places major emphasis on the teaching of a programming language is still widely used. We find many drawbacks with this approach. In our opinion, the discussion of introductory computer concepts and problem-solving techniques should precede the coverage of the syntax of a programming language. It is also our belief that basic data structure concepts should be presented in the first course and discussed independently of any particular programming language considerations. Finally, we don't subscribe to the view that teaching of programming styles should be delayed until later courses. With these ideas in view, we present in this paper the outline of a one-year beginning course for the computer science undergraduate degree program.

This paper is in the nature of a preliminary report on a pilot project aimed at developing quality instructional materials in three basic areas of computer science (problem solving and programming, hardware and software) for presentation in a concentrated manner. A total of 162 90-minute (54 periods per area) class periods in a classroom environment and an equal amount of supervised workshop study are contemplated. It is expected that the project implementation would extend the capability of the computer science departments across the nation to offer a unique opportunity to students to earn a special minor in computer science and/or to prepare for entering a computer science graduate program - all in the shortest possible time. The courses were offered for the first time during the summer of 1981. The course outlines, the background of the participants and other details of the project are included in the paper.

Mathematics requirements for computer science majors have been discussed in many papers and panels during the last twenty years. This paper, while reexamining this issue, presents a comprehensive view of the total mathematics requirement for a computer science undergraduate program rather than discuss some course contents in a piecemeal fashion. The time distribution among different topics, the depth of the topics to be covered and the minimal qualifications of the intructor to teach the courses are also included.