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An important question in undergraduate curricula is that of incorporating computing into STEM courses for majors and non-majors alike. What does it mean to teach “computing” in this context? What are some of the benefits and challenges for students and instructors in such courses? This paper contributes to this important dialog by describing three undergraduate courses that have been developed and taught at Harvey Mudd College and Loyola Marymount University. Each case study describes the course objectives, implementation challenges, and assessments.

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Dahlquist, K. D., Dionisio, J. D. N., Libeskind-Hadas, R., & Bargagliotti, A. (2018). Breaking Boundaries in Computing in Undergraduate Courses. Journal of Research in STEM Education, 4(1), 81–100.

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