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For a decade, our institution has offered both a biology-based CS1 (CS1-B) and a traditional, breadth-based CS1. This project follows the paths of students in both courses -- tracking their subsequent interests (what courses do the two groups choose afterwards') and their grades in those courses. Within the biology-based cohort, we also contrast the futures of the students who chose a biology-themed introduction with the group who expressed no preference or requested the breadth-based approach. Even when student preference was not accommodated, equitable downstream performance results hold. We discuss the implications of these results, including the possibility that, like introductory writing, introductory computing is a professional literacy in which many disciplines have a stake. 

Building on previous work in computer generated jazz solos using probabilistic grammars, this paper describes research extending the capabilities of the current learning process and grammar representation used in the Impro-Visor educational music software with the concepts of motifs and motif patterns. An approach has been developed using clustering, best match search techniques, and probabilistic grammar rules to identify motifs and incorporate them into computer generated solos. The abilities of this technique are further expanded through the use of motif patterns. Motif patterns are used to induce coherence in generated solos by learning the patterns in which motifs were used in a given set of transcriptions. This approach is implemented as a feature of the Impro- Visor software. 

Building on previous work in computer generated jazz solos using probabilistic grammars, this paper describes research extending the capabilities of the current learning process and grammar representation used in the Impro-Visor educational music software with the concepts of motifs and motif patterns. An approach has been developed using clustering, best match search techniques, and probabilistic grammar rules to identify motifs and incorporate them into computer generated solos. The abilities of this technique are further expanded through the use of motif patterns. Motif patterns are used to induce coherence in generated solos by learning the patterns in which motifs were used in a given set of transcriptions. This approach is implemented as a feature of the Impro- Visor software. 

“CS for All” has set computing on an unusual journey. Those words ask CS to change: to grow from a compelling discipline and useful mindset into a full-fledged human literacy. Just as cogent writing, critical reading, and compelling speaking are today’s hallmarks of literacy, so too will leveraging computing for insight become part of the goals and expectations we all share. This paper considers how Computer Science, both as a discipline and as an academic department, can support this journey. To map the landscape, we first survey the extent of computing’s current curricular reach – beyond CS departments – at a sample of fifty U.S. institutions. We then present findings from three experiments, local to our institutions, which explored interdisciplinary course structures. Both the local and the global overviews suggest that CS departments have, now, a unique opportunity to help smooth computing’s transformation into a modern literacy. It’s in the best interests of all disciplines, together, to bring computing, its resources, and its roles into their distinctive identities.