Preface

Customization

Introduction to Computer Science is licensed under a Creative Commons Attribution 4.0 International (CC BY) license, which means that you can distribute, remix, and build upon the content, as long as you provide attribution to OpenStax and its content contributors.

Because our books are openly licensed, you are free to use the entire book or select only the sections that are most relevant to the needs of your course. Feel free to remix the content by assigning your students certain chapters and sections in your syllabus, in the order that you prefer. You can even provide a direct link in your syllabus to the sections in the web view of your book.

Instructors also have the option of creating a customized version of their OpenStax book. Visit the Instructor Resources section of your book page on OpenStax.org for more information.

Art Attribution

In Introduction to Computer Science, art contains attribution to its title, creator or rights holder, host platform, and license within the caption. Because the art is openly licensed, anyone may reuse the art as long as they provide the same attribution to its original source.

Errata

All OpenStax textbooks undergo a rigorous review process. However, like any professional-grade textbook, errors sometimes occur. In addition, the wide range of evidence, standards, practices, data, and legal circumstances in computer science change frequently, and portions of the text may become out of date. Since our books are web-based, we can make updates periodically when deemed pedagogically necessary. If you have a correction to suggest, submit it through the link on your book page on OpenStax.org. Subject matter experts review all errata suggestions. OpenStax is committed to remaining transparent about all updates, so you will also find a list of past and pending errata changes on your book page on OpenStax.org.

Format

You can access this textbook for free in web view or PDF through OpenStax.org, and for a low cost in print. The web view is the recommended format because it is the most accessible—including being WCAG 2.2 AA compliant – and most current. Print versions are available for individual purchase, or they may be ordered through your campus bookstore.

Coverage and Scope

The authors and contributors consulted with other educators and industry professionals from a range of institutions and organizations in order to ensure that Introduction to Computer Science meets the diverse needs of both computer science majors and non-majors. The book is structured into five main parts, each focusing on critical areas of the discipline:

• Part 1: Problem Solving and Algorithms This section introduces students to the foundations of computer science, focusing on computational thinking, problem-solving techniques, and algorithm design. Topics include data structures, formal properties of algorithms, and algorithmic paradigms. Through practical examples and exercises, students will develop the skills needed to construct and analyze algorithms and understand their applications across various domains.
• Part 2: Realizations of Algorithms In this part, students explore how algorithms are realized in hardware and software, starting with low-level programming languages and moving into hardware design and computer systems organization. Students will learn about models of computation, machine-level representation, processor architectures, and memory hierarchy. This foundational understanding enables students to see the connections between abstract algorithms and their physical implementations.
• Part 3: Designing and Developing Software Solutions This section covers the principles of software development, high-level programming languages, and data management. Students will learn the fundamentals of software engineering and gain hands-on experience with both relational and non-relational database systems. Emphasis is placed on designing robust software solutions and managing complex data structures, ensuring students are well-prepared for future roles in software development and engineering.
• Part 4: Building Modern End-to-End Solutions to Business and Social Problems Students apply their knowledge to design and build web and cloud-native applications. This part includes examples of modern web architectures, responsive design techniques, and cloud-based solutions using PaaS and FaaS technologies. Additionally, students will explore the development of hybrid multi-cloud digital solutions, providing them with experience in addressing complex business and social challenges using modern computing technologies.
• Part 5: Human-Centered Responsible Computing The final section delves into the ethical and societal implications of computing. Topics include cybersecurity, governance of cyber resources, and responsible computing practices. Students will learn to navigate the complexities of cybersecurity and governance while considering the broader impacts of technology on society.

Each core concept is designed to build on the previous one, ensuring a coherent learning experience that provides students with a clear view of the field. The book’s approach enables students to not only understand the principles of computer science but also see how they can be applied to address practical, real-world problems.

Pedagogical Foundation and Features

The Introduction to Computer Science textbook is designed to engage students through a combination of practical, real-world applications and thought-provoking scenarios that promote critical thinking and a deeper understanding of core concepts. The pedagogical approach is centered on making computer science relevant and accessible for students from diverse backgrounds, whether they are pursuing a degree in computer science or exploring how computational thinking can be applied to their respective fields. To support this vision, the textbook incorporates several key features:

• Concepts in Practice features present how computer science concepts are applied in real-world contexts by both professionals and non-professionals. Each box profiles personas and practical applications that demonstrate how core topics, such as algorithms, data management, and software engineering, are utilized across various industries. The purpose is to inspire students—particularly non-majors—by showing them the value of computer science in solving everyday challenges and to foster a greater appreciation for the discipline.
• Global Issues in Technology features help students think globally about the societal impact of technology. These boxes highlight how technology affects communities and economies around the world and may introduce topics such as digital equity, environmental sustainability, and global data security. Students are encouraged to consider the broader implications of technological advancements and to think critically about their potential to drive positive change or create new challenges in global contexts.
• Industry Spotlight boxes focus on specific industry challenges and how technology progress or application can help solve them. Industry Spotlight features introduce students to various sectors—such as healthcare, finance, education, and law—providing a glimpse into how computer science can drive innovation and efficiency. By connecting theoretical concepts to industry-specific problems, these features encourage students to explore the wide-ranging applications of computer science and understand its value across different fields.
• Link to Learning features provide a very brief introduction to online resources—videos, interactives, collections, maps, and other engaging resources that are pertinent to students’ exploration of the topic at hand.
• Technology in Everyday Life features connect computer science principles to students’ personal experiences and the world around them. These boxes explore how technology intersects with daily life or current events, making computer science concepts more relatable and relevant. Some features may prompt students to think creatively and propose their own ideas for applying computer science solutions to familiar scenarios.
• Think It Through scenarios present students with thought-provoking dilemmas or complex problems related to the use of technology. Students are asked to reflect on ethical questions, problem-solving strategies, and real-world decision-making processes. These features emphasize that not all problems have straightforward answers and encourage students to weigh the pros and cons of different approaches. By navigating these scenarios, students learn to develop judgment skills that are crucial in business and technology environments.

Overall, these features are integrated throughout the material to foster active learning, critical thinking, and an appreciation for the practical applications of computer science. By connecting theory to practice and encouraging students to explore real-world issues, Introduction to Computer Science provides a meaningful and supportive learning experience that equips students with the knowledge and skills necessary for success in their academic and professional journeys.

Senior Contributing Author

Senior contributing author: Dr. Jean-Claude Franchitti

Dr. Jean-Claude Franchitti is a Clinical Associate Professor of Computer Science and the Associate Director of Graduate Studies for the CS Master’s program in Information Systems at NYU Courant Institute. He earned his M.S. in Electrical Engineering (1985) and his M.S. and PhD. in Computer Science from the University of Colorado at Boulder (1988, 1993). He is the founder and CEO of Archemy, Inc., and has over 40 years of experience in a myriad of industries, and over 30 years of teaching and corporate training experience. He held executive positions in large US-based corporations and leading business technology consulting firms such as Computer Sciences Corporation. He has been involved in many large business technology strategy and modernization projects and has a proven record of delivering large scale business solutions. He was the original designer and developer of jcrew.com and the suite of products now known as IBM InfoSphere DataStage. He also created the Agile Enterprise Architecture Management (AEAM) methodology and a corresponding framework that are patented components of the Archemy business evolution platform. He has developed partnerships with many companies at New York University to incubate new methodologies, transition research into business solutions, help recruit skilled graduates, and increase the companies’ visibility. Dr. Franchitti has been a reviewer member on several industry standards committees including OMG, ODMG, and X3H2. Dr. Franchitti taught at CU-Boulder, Denver University, Columbia University, NYU SCPS, before joining NYU Courant Institute in 1997. He has extensive experience with corporate training and developed and delivered training and mentoring programs for the top corporate education providers. He conducted research as part of several NSF- and DARPA-funded research programs.

Dr. Franchitti’s teaching and research interests include machine learning, artificial intelligence, data management systems and software engineering with an emphasis on large-scale software architectures and business solutions. He has published articles in numerous refereed publications including the Proceedings of Third Int. Conf. on Cooperative Information Systems, Proceedings of the Sixth International Workshop on Persistent Object Systems, and the 16th International Conference on Software Engineering. Dr. Franchitti received an award for Outstanding Service from NYU’s School of Continuing and Professional Studies.

Contributing Authors

Amal Alhosban, University of Michigan–Flint

Mark Buckler, Grand Canyon University

Joanna Gilberti, Archemy, Inc.

Scott Gray, Nashua Community College

Matthew Hertz, University at Buffalo

Andrew Hurd, Empire State University

Kevin Lin, University of Washington

Sai Mukkavilli, Georgia Southwestern State University

Phuc (Brian) Nguyen, UC Irvine

Shahab Tayeb, Fresno State

Zdeněk Troníček, Tarleton State University

Kevin Wortman, Cal State Fullerton

Mohamed Zahran, New York University

Reviewers

Reni Abraham, Houston Community College

Shakil Akhtar, Clayton State University

Kiavash Bahreini, Florida International University

Tammie Bolling, Pellissippi State Community College

Phillip Bradford, UConn

Quiana Bradshaw, Campbellsville University

Christopher Bunton, Austin Community College

Komal Chhibber, South Mountain Community College

Chen-Fu Chiang, SUNY Polytechnic Institute

Gabriel de la Cruz, North Idaho College

Gabriel Ferrer, Hendrix College

David Fogarty, New York University

Yuexing Hao, Massachusetts Institute of Technology

Nazli Hardy, Millersville University

Angela Heath, Baptist Health System

Rania Hodhod, Columbus State University

Benita Hubbard, Southern New Hampshire University

Sumit Jha, Florida International University

Mohamed E. Khalefa, SUNY Old Westbury

Steven Ko, Simon Fraser University

Jessica Kong, University of Washington

Alex Krasnok, Florida International University

Blaise Liffick, Millersville University

Sue McCrory, Missouri State University

Morgan McKie, Florida International University

Sandeep Mitra, SUNY Brockport

Mourya Narasareddygari, Rider University

Saty Raghavachary, University of Southern California

Muhammad Rahman, Clayton State University

Amir Rahmati, Stony Brook University

Caryl Rahn, Florida International University

Jerry Reed, Valencia College

Jordan Ringenberg, University of Findlay

Eman Saleh, University of Georgia

Vincent Sanchez, Florida International University

John Schriner, Queensborough Community College

Tiffanie R. Smith, Lincoln University

Hann So, De Anza College

Jayesh Soni, Florida International University

Derrick Stevens, Mohawk Valley Community College

Kathleen Tamerlano, Cuyahoga Community College

Chintan Thakkar, Rasmussen University

Jingnan Xie, Millersville University

Ning Xie, Florida International University

Student and Instructor Resources

We have compiled additional resources for both students and instructors, including Getting Started Guides, an instructor’s answer guide, test bank, and image slides. Instructor resources require a verified instructor account, which you can apply for when you log in or create your account on OpenStax.org. Take advantage of these resources to supplement your OpenStax book.

Instructor’s answer guide. Each component of the instructor’s guide is designed to provide maximum guidance for delivering the content in an interesting and dynamic manner.

Test bank. With hundreds of assessment items, instructors can customize tests to support a variety of course objectives. The test bank includes review questions (multiple-choice, identification, fill-in-the-blank, true/false), short answer questions, and long answer questions to assess students on a variety of levels. The test bank is available in Word format.

PowerPoint lecture slides. The PowerPoint slides provide learning objectives, images and descriptions, feature focuses, and discussion questions as a starting place for instructors to build their lectures.

Academic Integrity

Academic integrity builds trust, understanding, equity, and genuine learning. While students may encounter significant challenges in their courses and their lives, doing their own work and maintaining a high degree of authenticity will result in meaningful outcomes that will extend far beyond their college career. Faculty, administrators, resource providers, and students should work together to maintain a fair and positive experience.

We realize that students benefit when academic integrity ground rules are established early in the course. To that end, OpenStax has created an interactive to aid with academic integrity discussions in your course.

Visit our academic integrity slider. Click and drag icons along the continuum to align these practices with your institution and course policies. You may then include the graphic on your syllabus, present it in your first course meeting, or create a handout for students. (attribution: Copyright Rice University, OpenStax, under CC BY 4.0 license)

At OpenStax we are also developing resources supporting authentic learning experiences and assessment. Please visit this book’s page for updates. For an in-depth review of academic integrity strategies, we highly recommend visiting the International Center of Academic Integrity (ICAI) website at https://academicintegrity.org/.

Community Hubs

OpenStax partners with the Institute for the Study of Knowledge Management in Education (ISKME) to offer Community Hubs on OER Commons—a platform for instructors to share community-created resources that support OpenStax books, free of charge. Through our Community Hubs, instructors can upload their own materials or download resources to use in their own courses, including additional ancillaries, teaching material, multimedia, and relevant course content. We encourage instructors to join the hubs for the subjects most relevant to your teaching and research as an opportunity both to enrich your courses and to engage with other faculty. To reach the Community Hubs, visit www.oercommons.org/hubs/openstax.

Technology partners

As allies in making high-quality learning materials accessible, our technology partners offer optional low-cost tools that are integrated with OpenStax books. To access the technology options for your text, visit your book page on OpenStax.org.