Computer science programs in many universities are reacting to pedagogical initiatives to improve and broaden the education, particularly in the domain of adding less quantitative and more humanistic studies to a curriculum that is predominately technical. Integrating these concepts into the syllabus of computer science courses can be extremely difficult especially in the light of the lack of preparedness of many faculty. This paper examines some of these initiatives and suggests solutions to take the greatest advantage of these opportunities while at the same time improving the caliber of computer science graduates.