Last update:
Tue Sep 25 19:10:08 MDT 2018
Andrzej Rucinski and
Frank Hludik and
John L. Pokoski A partnership in domestication of rapid
prototyping technologies . . . . . . . . 1--5
Barry L. Kurtz and
Thomas H. Puckett Implementing a single classwide project
in software engineering using Ada
tasking for synchronization and
communication . . . . . . . . . . . . . 6--11
Laurie Honour Werth Graphical interfaces as software
engineering projects . . . . . . . . . . 12--16
Peter B. Henderson Discrete mathematics as a precursor to
programming . . . . . . . . . . . . . . 17--21
J. Paul Myers, Jr. The central role of mathematical logic
in computer science . . . . . . . . . . 22--26
Richard Johnsonbaugh and
David P. Miller Converses of pumping lemmas . . . . . . 27--30
Nancy Baxter and
David Hastings and
Jane Hill and
Peter Martin and
Robert Paul Introduction to computer science: an
interactive approach using ISETL . . . . 31--33
Richard E. Pattis A philosophy and example of CS-1
programming projects . . . . . . . . . . 34--39
Daniel T. Joyce A virtual lab to accompany CS1 and CS2 40--43
Hassan Pournaghshband The students' problems in courses with
team projects . . . . . . . . . . . . . 44--47
Barbee T. Mynatt and
Laura Marie Leventhal An evaluation of a CASE-based approach
to teaching undergraduate software
engineering . . . . . . . . . . . . . . 48--52
David J. Thurente Simulation in the undergraduate computer
science curriculum . . . . . . . . . . . 53--57
Doug Baldwin Teaching introductory computer science
as the science of algorithms . . . . . . 58--62
Michael J. Clancy and
Marcia C. Linn Functional fun . . . . . . . . . . . . . 63--67
Terrence W. Pratt Upgrading CS1: an alternative to the
proposed COCS survey course . . . . . . 68--71
Henry A. Etlinger A retrospective on an early software
projects course . . . . . . . . . . . . 72--77
Robert Leeper A project course in database . . . . . . 78--80
Richard J. Reid A toolkit for individualized
compiler-writing projects . . . . . . . 81--85
Dean Sanders and
Janet Hartman Getting started with parallel
programming . . . . . . . . . . . . . . 86--88
Tzilla Elrad and
Daniel E. Nohl The analysis and comparison of
scheduling controls in concurrent
languages through classification . . . . 89--93
Michael J. Jipping and
Jeffrey R. Toppen and
Stephen Weeber Concurrent distributed Pascal: a
hands-on introduction to parallelism . . 94--99
J. Thomas Allen and
Hayden Porter and
T. Ray Nanney and
Ken Abernethy Reexamining the introductory computer
science course in liberal arts
institutions . . . . . . . . . . . . . . 100--104
Thomas L. Naps Algorithm visualization in computer
science laboratories . . . . . . . . . . 105--110
Charles M. Shub Should undergraduates explore internals
of workstation operating systems . . . . 111--115
Richard C. Detmer Teaching assembly language: a comparison
of IBM S/360 and Intel 80x86 courses . . 116--120
John L. Donaldson Operating systems from assembler to C 121--124
James H. Hays and
Leland Miller and
Bobbie Othmer and
Mohammad Saeed Simulation of process and resource
management in a multiprogramming
operating system . . . . . . . . . . . . 125--128
Narayan Murthy and
Allen Stix Multiple precision arithmetic: a
programming assignment in CS2 applying
linked lists . . . . . . . . . . . . . . 129--133
Thomas McMillan and
William Collins Implementing abstract data types in
Turbo Pascal . . . . . . . . . . . . . . 134--138
Nell Dale If you were lost on a desert island,
what one ADT would you like to have with
you? . . . . . . . . . . . . . . . . . . 139--142
Gordon Davies and
Jenny Preece Computer science, home computing and
distance learning --- the largest
computer science course in the world? 143--146
James R. Aman Computer science in correctional
education . . . . . . . . . . . . . . . 147--151
Stuart A. Varden and
Frank J. LoSacco Facilitating intracorporate cooperation:
a university creates the environment . . 152--156
Dino Schwietzer Ray tracing: a means to motivate
students in an introductory graphics
course . . . . . . . . . . . . . . . . . 157--161
G. Scott Owen Experiences in teaching an advanced
computer graphics course . . . . . . . . 162--166
Timothy S. Kula and
Raymond Konopka, Jr. and
John A. Cicero Image Processing experiments . . . . . . 167--170
Margaret M. Reek An undergraduate operating systems lab
course . . . . . . . . . . . . . . . . . 171--175
Steven K. Andrianoff A module on distributed systems for the
operating systems course . . . . . . . . 176--180
Susan M. Merritt and
Cecilia Y. Nauck Inventing a new sorting algorithm: a
case study . . . . . . . . . . . . . . . 181--185
N. Adlai A. DePano and
Farinaz D. Boudreaux and
Philip Katner and
Brian Li Algorthmic paradigms: examples in
computational geometry II . . . . . . . 186--191
J. P. Penny and
P. J. Ashton Laboratory-style teaching of computer
science . . . . . . . . . . . . . . . . 192--196
Patricia Wenner The laboratory component of a computer
organization course . . . . . . . . . . 197--200
Atanas Radensky Can Ada be used as a primary programming
language?: major problems and their
solutions by means of subsets . . . . . 201--205
Michael B. Feldman and
Arthur Vargas Lopes and
Manuel Perez SMALL-Ada: personal computer courseware
for studying concurrent programming . . 206--211
Paul M. Jackowitz and
Richard M. Plishka and
James R. Sidbury Teaching writing and research skills in
the computer science curriculum . . . . 212--215
Janet Hartman and
Curt M. White ``Real world'' skills vs. ``school
taught'' skills for the undergraduate
computer major . . . . . . . . . . . . . 216--218
Newcomb Greenleaf Computability and data types . . . . . . 219--223
Larry A. Dunning and
Ronald L. Lancaster The millionth computer program . . . . . 224--228
Richard W. Decker and
Stuart H. Hirshfield A survey course in computer science
using HyperCard . . . . . . . . . . . . 229--235
Alan W. Biermann An overview course in academic computer
science: a new approach for teaching
nonmajors . . . . . . . . . . . . . . . 236--239
Adel M. Abunawass and
Omar Bukhres and
Theresia G. Fisher and
Kenneth Magel A first undergraduate course in neural
networks . . . . . . . . . . . . . . . . 240--244
Mary Micco and
Phillip Cumpston A large project for demonstrating
knowledge engineering techniques
including applications of neural
networks . . . . . . . . . . . . . . . . 245--250
Virginia Eaton and
Sharon Bell and
Nell Dale and
Susie Gallagher and
Helen Gigley and
Cindy Hanchey Where have all the women gone? (panel
session) . . . . . . . . . . . . . . . . 251--251
Brent Auernheimer and
Vint Cerf and
Susan Estrada and
Russ Hobby and
Craig Partridge and
Eugene Spafford and
Steven S. Wolff Networking in the nineties (panel
session) . . . . . . . . . . . . . . . . 252
Robert M. Aiken and
Della T. Bonnette and
Lionel E. Deimel and
James E. Miller SIGCSE's newsletter --- the Bulletin
from 1969 to 1990 (special panel
session): the Bulletin from 1969 to 1990
(panel) . . . . . . . . . . . . . . . . 253
Henry M. Walker Program verification (tutorial session):
techniques and uses . . . . . . . . . . 254
Bruce R. Maxim and
Gregory Bachelis and
David James and
Quentin Stout Introducing parallel algorithms in
undergraduate computer science courses
(tutorial session) . . . . . . . . . . . 255
William B. Poucher and
James Comer and
Richard Rinewalt and
Patrick Ryan The ACM Scholastic Programming
Contest-1977 to 1990 (special panel
session) . . . . . . . . . . . . . . . . 256
Jeffrey J. McConnell and
Steve Cunningham and
Barbara Mones-Hattal and
Deborah Sokolove Computer graphics as a discipline (panel
session) . . . . . . . . . . . . . . . . 257
John Impagliazzo and
Helene Chlopan and
Ronald M. Davis and
David M. Hata and
Karl Klee Issues in the computing sciences at
two-year colleges (panel session) . . . 258
Larry Hughes Using a low-cost communications tool in
data communications courses (tutorial
session) . . . . . . . . . . . . . . . . 259
Julie Zweigoron and
John Bierbauer and
Scott Knaster and
Tomasz Pietrzykowski and
John Pugh Object oriented programming in the
computer science curriculum (panel
session) . . . . . . . . . . . . . . . . 260
David Mader and
E. Robert Anderson and
Robert Cupper and
James Leone and
Ralph Meeker Accreditation and the small, private
college (panel session): problems and
opportunities . . . . . . . . . . . . . 261
William L. Lupton and
Mary Ellis and
Andrew Bernat and
Benjamin Martin and
Surrendar Pulusani and
Leroy Roquemore Computer science research and instuction
at institutions with large minority
enrollments (panel session) . . . . . . 262
Michael B. Feldman and
Mary Armstrong and
Richard Conn and
Philip Wilsey Ada sources for computer science
educators (panel session) . . . . . . . 263
Joyce Currie Little Curriculum '68 revisited --- an
historical perspective (panel session) 264
Cindy Hanchey and
Marguerite K. Summers and
Carol Chrisman and
Joyce Currie Little and
Richard A. Lejk Managing student teams in information
systems courses (panel session) . . . . 265
Charles M. Shub and
Owen Astrachan and
David Levine and
Stuart Reges and
Henry Walker Faster, fairer, and more consistent
grading, using techniques from the
Advanced Placement reading (panel
session) . . . . . . . . . . . . . . . . 266
Dennis R. Goldenson and
Michael Brown and
Jane Bruemmer and
Nathan Hull and
Roy Jones and
Bruce McClellan and
Joseph Kmoch and
Phillip Miller and
Mark Stehlik and
Laurie Werth Roundtable on structure editing (panel
session): teachers' experiences using
Carnegie Mellon's GENIE programming
environments . . . . . . . . . . . . . . 267
Donald Gotterbarn and
Deborah Johnson and
Keith Miller and
Gene Spafford Methods of integrating the study of
ethics into the computer science
curriculum (panel session) . . . . . . . 268
John Sigle Dynamic display of computing processes 2--4
Filippo Tangorra The role of the computer architecture
simulator in the laboratory . . . . . . 5--10
Bruce P. Hillam Integrating an array processor into a
``hands on'' computer science curriculum 11--14
Wayne E. Carlson An environment of a graduate curriculum
in computer graphics . . . . . . . . . . 15--20
Michael B. Feldman Teaching data structures with Ada: an
eight-year perspective . . . . . . . . . 21--29
Jho-Ju Tu and
John R. Johnson Can computer programming improve
problem-solving ability? . . . . . . . . 30--33
Sandra J. Cynar Teaching modeling and simulation to
computing science students . . . . . . . 34--37
G. L. Davies Teaching concurrent programming with
Pascal-FC . . . . . . . . . . . . . . . 38--41
C. L. Ezell Creating pedagogical programming
environments . . . . . . . . . . . . . . 42--46
Thomas S. Frank and
James F. Smith Ada as a CS1--CS2 language . . . . . . . 47--51
Diana T. Dadamo The correlation quiz: an aid in curbing
cheating in programming assignments . . 52--54
Luisa Koneva and
Jordan Denev EASY/VI --- a new instructional computer 55--58
Robert F. Roggio Upsilon Pi Epsilon (UPE): the role of
the computing science honor society in
computer science programs . . . . . . . 59--62
Kenneth A. Lambert Compiling Tinyturing in a compiler
construction course . . . . . . . . . . 2--6
Firooz Khosraviyani Using binary search on a linked list . . 7--10
Paul A. V. Thomas Micron: a microprogrammed computer . . . 11--20
Armando R. Gingras Dining philosophers revisited . . . . . 21--ff.
Paula M. Logan and
Clifford W. Hale and
John M. Atkins An academic relational algebra database
management system . . . . . . . . . . . 25--28
Al Lake and
Curtis Cook Style: an automated program style
analyzer . . . . . . . . . . . . . . . . 29--33
Stephen J. Hartley Experience with MINIX in an operating
systems lab . . . . . . . . . . . . . . 34--38
Ronald J. Leach An advanced operating systems project
using concurrency . . . . . . . . . . . 39--ff.
Joseph Bergin Coatroom: an ADT which is useful in
implementation of object oriented
programming . . . . . . . . . . . . . . 45--ff.
T. C. Nute and
J. R. Rienwalt and
D. J. Rodjak and
William H. Golaz and
J. R. Comer Academic experiences in software project
management . . . . . . . . . . . . . . . 47--53
Richard R. Eckert Communication between computers and
peripheral devices --- an analogy . . . 54--62
Charles L. Silver A better queue design . . . . . . . . . 63--64
Raymond J. Toal and
Philip M. Dorin Software engineering and the game of
Monopoly . . . . . . . . . . . . . . . . 2--4
Kofi Apenyo A database sequence: theory then
practice . . . . . . . . . . . . . . . . 5--10
Rajeev Pandey Getting the languages for a programming
languages course . . . . . . . . . . . . 11--14
Walter Wolf and
Evelyn Rozanski Expert systems: an applied course . . . 23--24
Roberta E. Sabin Using CS2 projects to introduce computer
science concepts . . . . . . . . . . . . 25--28
Richard J. Arras and
Lewis Motter The senior seminar in computer science 29--36
J. M. Cagnat and
V. Gueraud and
J. P. Peyrin The arcade laboratory: an environment to
help teach algorithms . . . . . . . . . 37--42
Gerald Wildenberg Using a stack assembler language in a
compiler course . . . . . . . . . . . . 43--44
Marsha Meredith An effective Lisp project for a
programming languages course . . . . . . 45--48
Kwok-bun Yue Teaching a graduate expert systems
course . . . . . . . . . . . . . . . . . 49--52
Jozef Hvorecký On a connection between programming and
mathematics . . . . . . . . . . . . . . 53--54
Stephen W. Chappelow and
Steven F. Ackerman and
Stephen J. Hartley Design and implementation of a swapper
for the MINIX operating system . . . . . 55--59
Oliver D. Anderson My five favorite first year Pascal
programs . . . . . . . . . . . . . . . . 60--64
August E. Sapega Introducing undergraduate engineering
students to laboratory automation using
high-level application programs . . . . 1--5
James Robergé and
Candice Suriano Embedding laboratories within the
computer science curriculum . . . . . . 6--10
Ed C. Epp An experimental computer science
laboratory . . . . . . . . . . . . . . . 11--14
William A. Shay A software project for a data
communication course . . . . . . . . . . 15--20
Paul Tymann VNET: a tool for teaching computer
networking to undergraduates . . . . . . 21--24
Chris McDonald A network specification language and
execution environment for undergraduate
teaching . . . . . . . . . . . . . . . . 25--34
Rockford J. Ross Experience with the DYNAMOD program
animator . . . . . . . . . . . . . . . . 35--42
Susan R. Wallace and
F. Layne Wallace Two neural network programming
assignments using arrays . . . . . . . . 43--47
Elizabeth E. Katz and
Hayden S. Porter HyperTalk as an overture to CS1 . . . . 48--54
Jane M. Fritz HyperCard applications for teaching
information systems . . . . . . . . . . 55--61
Mary J. Granger and
Roger A. Pick The impact of computer-aided software
engineering on student performance . . . 62--72
Mark C. Temte Let's begin introducing the
object-oriented paradigm . . . . . . . . 73--77
David Arnow The Iliad and the WHILE loop: computer
literacy in a liberal arts program . . . 78--81
Robert Geitz Algorithms and images: computer graphics
as an introduction to science . . . . . 82--86
William J. Taffe Simulation and modelling with Stella: a
general education course . . . . . . . . 87--91
David Jackson A mini-course on concurrency . . . . . . 92--96
Janet Hartman and
Dean Sanders Teaching a course in parallel processing
with limited resources . . . . . . . . . 97--101
Allan L. Fisher and
Thomas Gross Teaching the programming of parallel
computers . . . . . . . . . . . . . . . 102--107
Evan B. Golub and
Moshe Augenstein Creation of a new case for LUPSort:
ALTERNATING . . . . . . . . . . . . . . 108--111
Owen Astrachan Pictures as invariants . . . . . . . . . 112--118
Tom Whaley A framework for program verification in
the context of linked structures and
pointer variables . . . . . . . . . . . 119--123
Vicki L. Almstrum The relationship between pre-college
mathematics and the undergraduate
computer science curricula . . . . . . . 124--129
Thomas J. Scott Mathematics and computer science at odds
over real numbers . . . . . . . . . . . 130--139
Gary Haggard A project for data structures and
algorithms . . . . . . . . . . . . . . . 140--145
Debra A. Lelewer and
Cheng Ng An honors course in data compression . . 146--150
Richard Johnsonbaugh and
Martin Kalin A graph generation software package . . 151--154
Dorian P. Yeager Teaching concurrency in the programming
languages course . . . . . . . . . . . . 155--161
Barry L. Kurtz Laboratory activities for studying the
formal semantics of programming
languages . . . . . . . . . . . . . . . 162--168
Barry L. Kurtz and
Richard L. Oliver and
Edward M. Collins The design, implementation, and use of
DSTutor: a tutoring system for
denotational semantics . . . . . . . . . 169--177
Ken Slonneger An exercise in denotational semantics 178--183
Yuksel Uckan Integrating logic programming into a
data base course: views as rules in
deductive relational data bases . . . . 184--191
Hossein Saiedian and
Hassan Farhat A team-oriented, project-intensive
database course . . . . . . . . . . . . 192--198
Louis A. Foster and
Norman L. Hughes Making files real with a virtual disk 199--204
Linda H. Pesante Integrating writing into computer
science courses . . . . . . . . . . . . 205--209
James C. McKim, Jr. and
Timothy O. Martyn and
Roger H. Brown and
Michael M. Danchak and
Kathleen L. Farrell and
C. William Higginbotham and
Irina S. Ilovic and
Brian J. McCartin and
J. Peter Matelski An alternative culminating experience
for Master's students in computer
science . . . . . . . . . . . . . . . . 210--218
Amos O. Olagunju The plight of a minority in computer
science: an educational manifesto . . . 219--225
John Motil Begin-BIG an approach to the
introductory computing course . . . . . 226--230
Suzanne Skublics and
Paul White Teaching Smalltalk as a first
programming language . . . . . . . . . . 231--234
Gary H. Locklair The introductory computer science course 235--239
Jane C. Hill and
Andrew Wayne A CYK approach to parsing in parallel: a
case study . . . . . . . . . . . . . . . 240--245
Ahmad Ghafarian An experimental approach to a course on
parallel and distributed algorithms . . 246--253
Robert M. Harlan Searching in parallel: a case study with
the single-source shortest path
algorithm . . . . . . . . . . . . . . . 254--259
John A. McCormick A laboratory for teaching the
development of real-time software
systems . . . . . . . . . . . . . . . . 260--264
Carl W. Steidley Robotics: a closer look at
microprocessor systems . . . . . . . . . 265--272
Wayne D. Smith The design of an inexpensive
undergraduate data communications
laboratory . . . . . . . . . . . . . . . 273--276
Frances K. Bailie Improving the modularization ability of
novice programmers . . . . . . . . . . . 277--282
Ann E. Fleury Parameter passing: the rules the
students construct . . . . . . . . . . . 283--286
Darrah Chavey A structured laboratory component for
the introductory programming course . . 287--295
Joseph M. Clifton An industry approach to the software
engineering course . . . . . . . . . . . 296--299
James E. Tomayko Teaching software development in a
studio environment . . . . . . . . . . . 300--303
C. William Higginbotham and
Ralph Morelli A system for teaching concurrent
programming . . . . . . . . . . . . . . 309--316
Ted Mims and
Andrzej Hoppe Utilizing a transputer laboratory and
Occam2 in an undergraduate operating
systems course . . . . . . . . . . . . . 317--323
John M. Jeffrey Using Petri nets to introduce operating
system concepts . . . . . . . . . . . . 324--329
Steve Cunningham User interface programming: a
human-computer communication course for
computer science . . . . . . . . . . . . 330--336
James L. Silver Using Ada to specify and evaluate
projects in a data structures course . . 337--340
Greg W. Scragg Most computer organization courses are
built upside down . . . . . . . . . . . 341--346
Dale Skrien and
John Hosack A multilevel simulator at the register
transfer level for use in an
introductory machine organization class 347--351
David Doss and
Bill Swafford Networking non-network applications . . 352--357
William J. Collins Estimating execution times: a laboratory
exercise for CS2 . . . . . . . . . . . . 358--363
Gary Ford The SEI undergraduate curriculum in
software engineering . . . . . . . . . . 375--385
Mohsen Chitsaz and
Karen Holbrook The achievement of blacks in
introductory computer science at a
predominantly white public university 2--8
Richard J. Reid Object-oriented programming in C++ . . . 9--14
Bernard John Poole Undergraduate software engineering: the
fruits of experience . . . . . . . . . . 15--20
John Dalbey Applying Zen principles in an
introductory programming course . . . . 21--23
Hartmut Höft Implementation of a non-deterministic
loop . . . . . . . . . . . . . . . . . . 24--28
James T. Canning A hands-on dataflow
architecture/programming course . . . . 29--32
Chip Dixon An introduction to object-oriented
programming through Turbo Pascal . . . . 33--35
George Struble Experience hosting a high-school level
programming contest . . . . . . . . . . 36--38
A. J. La Salle and
L. R. Medsker An NSF funded research experience for
undergraduates: intelligent systems . . 39--44
Christian Wagner and
John Vinsonhaler An Artificial Intelligence theory of
computer competency . . . . . . . . . . 45--50
Paul M. Mullins Pascal with Internet primitives for
pedagogy . . . . . . . . . . . . . . . . 51--54
Gary Ford A bibliography of broad-coverage
software engineering textbooks . . . . . 55--59
Kwok-bun Yue Dining philosophers revisited, again . . 60--64
I-Ping Chu and
Richard Johnsonbaugh The four-peg Tower of Hanoi puzzle . . . 2--4
John A. Trono Average case analysis when merging two
ordered lists of different length . . . 5--6
Neil Dunstan Building monitors with UNIX and C . . . 7--9
Tat-Hung Chan Computing average path lengths of binary
search trees . . . . . . . . . . . . . . 10--10
Angel Sánchez-Calle and
J. Angel Velázquez-Iturbide Fun, rigour and pragmatism in functional
programming . . . . . . . . . . . . . . 11--16
Roy Fuller PDP-11 simulator for Apple Macintosh is
designed for instructional use . . . . . 17--19
Jerald D. Cole WHILE loops and the analogy of the
single stroke engine . . . . . . . . . . 20--22
N. T. Dinerstein Strategies in network database systems 23--26
V. Narayanan Pattern matching for everyone . . . . . 27--30
Mouloud Arab Tool for making programs more readable 31--35
Sean Pyott and
Ian Sanders ALEX: an aid to teaching algorithms . . 36--44
R. P. Mody C in Education and Software Engineering 45--56
Danielle R. Bernstein Comfort and experience with computing:
are they the same for women and men? . . 57--60
Nan C. Schaller Computer graphics and parallelism, an
interdisciplinary fable . . . . . . . . 61--64
Firooz Khosraviyani and
Mohammad H. Moadab and
Douglas F. Hale Time distribution analysis for binary
search of a linked list . . . . . . . . 7--12
Warren T. Jones and
F. Mike McGuirt Telecommunications and computer science:
two merging paradigms . . . . . . . . . 13--22
James R. Leonard Using a software engineering approach to
CS1: a comparative study of student
performance . . . . . . . . . . . . . . 23--26
Vicki L. Almstrum and
David C. Platt Summary of post-symposium evaluations
from 1991 SIGCSE technical symposium on
computer science education . . . . . . . 27--30
Svetlin Stanchev and
Atanas Radensky Teaching some modern functional
programming concepts: an approach based
on an extended FP-like language . . . . 31--36
David K. Walker and
David S. Tucker Managing hard-disk PCs in the
introductory laboratory . . . . . . . . 37--40
Ian Sanders and
Harshila Gopal AAPT: algorithm animator and programming
toolbox . . . . . . . . . . . . . . . . 41--47
Jim Briggs Group projects in software engineering
at York . . . . . . . . . . . . . . . . 48--50
Martin Osborne OZ: a syntax generating editor . . . . . 51--52
Kenneth G. Messersmith Student created user manuals for a
course on programming languages . . . . 53--54
Michael G. Murphy Evolution of an approach to
undergraduate ADA and software
engineering instruction . . . . . . . . 55--57
Robert F. Rossa The master file update problem in AWK 58--60
Richard Gee and
Rob McArthur Some experiences with CAI and NATAL . . 61--64
Daniel D. McCracken Programming languages in the computer
science curriculum . . . . . . . . . . . 1--4
Juan Alvarez Rubio A first computing course based on
curricula 1991 . . . . . . . . . . . . . 5--8
Sukhen Dey and
Lawrence R. Mand Current trends in computer science
curriculum: a survey of four-year
programs . . . . . . . . . . . . . . . . 9--14
David G. Kay A balanced approach to first-year
computer science . . . . . . . . . . . . 15--18
Margaret S. Wu The practical need for fourth normal
form . . . . . . . . . . . . . . . . . . 19--23
Billy B. L. Lim and
Richard Hunter DBTool: a graphical database design tool
for an introductory database course . . 24--27
D. V. Pigford The documentation and evaluation of
team-oriented database projects . . . . 28--33
David R. Falconer and
Martin Katz Building an infrastructure to support
writing across the computer science
curriculum . . . . . . . . . . . . . . . 34--37
Vianney Côté and
Guy Custeau An integrating pedagogical tool based on
writing articles . . . . . . . . . . . . 38--41
Douglas D. Bickerstaff and
Judith D. Kaufman Improving student writing skills:
inter-departmental collaborations . . . 42--45
Chris McDonald Teaching concurrency with Joyce and
Linda . . . . . . . . . . . . . . . . . 46--52
James D. Mooney A course in software portability . . . . 53--56
James Kiper and
Michael J. Lutz and
Henry A. Etlinger Undergraduate software engineering
laboratories: a progress report from two
universities . . . . . . . . . . . . . . 57--62
J. Paul Myers, Jr. Men supporting women computer science
students . . . . . . . . . . . . . . . . 63--66
Joy Teague Raising the self confidence and self
esteem of final year female students
prior to job interviews . . . . . . . . 67--71
J. M. Morris The effects of an introductory computer
course on the attitudes of older adults
towards computers . . . . . . . . . . . 72--75
Robert M. Aiken and
Dean Allemang and
Thomas Wehrle Designing laboratory modules for novices
in an undergraduate AI course track:
artificial intelligence . . . . . . . . 76--80
Lawrence J. Mazlack and
Roger A. Pick and
Paul Tudor and
Wallace R. Wood Developing expertise in expert system
development by developing prototypes for
actual commercial applications . . . . . 81--86
Adel M. Abunawass Biologically based machine learning
paradigms: an introductory course . . . 87--91
Wing C. Tam Teaching loop invariants to beginners by
examples . . . . . . . . . . . . . . . . 92--96
A. Michael Berman Class discussion by computer: a case
study . . . . . . . . . . . . . . . . . 97--101
Doug Baldwin and
Johannes A. G. M. Koomen Using scientific experiments in early
computer science laboratories . . . . . 102--106
Owen Astrachan On finding a stable roommate, job, or
spouse: a case study crossing the
boundaries of computer science courses 107--112
Betty W. Hwang and
Andrew B. Whinston and
Wilhelmina Savenye Management information systems curricula
in the United States and the Republic of
China: a comparative study . . . . . . . 113--122
Adnan H. Yahya Local considerations in computer science
curricula development . . . . . . . . . 123--128
L. S. Tang A CPU scheduling simulation from
structured programming to
object-oriented design . . . . . . . . . 129--133
David Bellin A seminar course in object oriented
programming . . . . . . . . . . . . . . 134--137
Mark C. Temte A compiler construction project for an
object-oriented language . . . . . . . . 138--141
J. S. Warford Good pedagogical random number
generators . . . . . . . . . . . . . . . 142--146
Roger L. Wainwright Introducing functional programming in
discrete mathematics . . . . . . . . . . 147--152
John F. Cigas The art of the state . . . . . . . . . . 153--156
Mark Newsome and
Cherri M. Pancake A graphical computer simulator for
systems programming courses . . . . . . 157--162
Rosalee Nerheim-Wolfe Providing a laboratory for instruction
set design . . . . . . . . . . . . . . . 163--167
William T. Neumann and
Marvin C. Woodfill A multi-disciplinary approach for
digital systems design curricula . . . . 168--172
Catherine C. Bareiss An introductory course on the use of
operating systems . . . . . . . . . . . 173--175
Stephen J. Hartley Experience with the language SR in an
undergraduate operating systems course 176--180
Larry Hughes Teaching operating systems using Turbo C 181--186
Marsha J. Meredith Introducing parallel computing into the
undergraduate computer science
curriculum: a progress report . . . . . 187--191
Richard J. Reid A laboratory for building computers . . 192--196
Michael Magee and
Sue Englert An interdisciplinary course in digital
image processing . . . . . . . . . . . . 197--201
D. M. Kaminski Introducing the fuzzy paradigm using
Prolog . . . . . . . . . . . . . . . . . 202--206
B. L. Kurtz and
J. B. Johnston Using the Synthesizer-Generator to teach
principles of programming language
semantics . . . . . . . . . . . . . . . 207--212
K. N. King The evolution of the programming
languages course . . . . . . . . . . . . 213--219
M. J. Clancy and
M. C. Linn Case studies in the classroom . . . . . 220--224
R. K. Brewer Down with polynomial addition! . . . . . 225--229
James Robergé Creating programming projects with
visual impact . . . . . . . . . . . . . 230--234
Harriet G. Taylor and
C. Dianne Martin The impact of new accreditation and
certification standards for secondary
computer science teachers on university
computer science departments . . . . . . 235--239
M. Cohen and
M. Foster and
D. Kratzer and
P. Malone and
A. Solem Get high school students hooked on
science with a challenge . . . . . . . . 240--245
B. Hartfield and
Terry Winograd and
John Bennett Learning HCI design: mentoring project
groups in a course on human-computer
interaction . . . . . . . . . . . . . . 246--251
D. G. Kay A course in computer law . . . . . . . . 252--254
J. L. Wolfe Reviving systems programming . . . . . . 255--258
M. Osborne APPGEN: a tool for teaching systems
analysis and design . . . . . . . . . . 259--263
D. K. Walker and
H. Chahryar and
J. Chaudri and
A. Lodgher and
E. Majdalani and
David S. Tucker Lectureroom demonstration of serial data
communications . . . . . . . . . . . . . 264--267
M. J. Wise Detection of similarities in student
programs: YAP'ing may be preferable to
plague'ing . . . . . . . . . . . . . . . 268--271
M. L. Dorf Backtracking the rat way . . . . . . . . 272--275
M. B. Feldman The portable dining philosophers: a
movable feast of concurrency and
software engineering . . . . . . . . . . 276--280
D. J. John Integration of parallel computation into
introductory computer science . . . . . 281--285
E. Luque and
R. Suppi and
J. Sorribes A quantitative approach for teaching
parallel computing . . . . . . . . . . . 286--298
D. Schweitzer Designing interactive visualization
tools for the graphics classroom . . . . 299--303
G. Scott Owen Teaching computer graphics using
RenderMan . . . . . . . . . . . . . . . 304--308
Allan L. Fisher and
Thomas R. Gross Teaching Empirical Performance Analysis
of Parallel Programs . . . . . . . . . . 309--313
William C. Harris and
Leon P. Johnson Redesign of an A.S. degree in computer
science to meet emerging national
standards . . . . . . . . . . . . . . . 2--6
Mário André Mayerhofer and
Carlos José Pereira de Lucena Design of an algorithm simulation and
animation environment (ASA) . . . . . . 7--14
Angela B. Shiflet The publication process for computer
science textbooks . . . . . . . . . . . 15--19
Jerzy A. Piotrowski Translation --- an introductory exercise 20--28
T. P. Rout The culture of quality and software
engineering education . . . . . . . . . 29--34
N. Plouzeau and
M. Raynal Elements for a course on the design of
distributed algorithms . . . . . . . . . 35--40
E. F. Elsworth The MSL compiler writing project . . . . 41--44
David E. Gibson A Pythagorean problem as a programming
exercise . . . . . . . . . . . . . . . . 45--47
David G. Hannay Hypercard automata simulation:
finite-state, pushdown and Turing
machines . . . . . . . . . . . . . . . . 55--58
Ronald E. Prather Computer science in an undergraduate
liberal arts and sciences setting . . . 59--64
H. M. Hosny and
M. S. Akabawy and
T. G. Gough Manpower profiling for information
technology: a case study . . . . . . . . 1--10
Bryant A. Julstrom Slow sorting: a whimsical inquiry . . . 11--13
Catherine Bishop-Clark Protocol analysis of a novice programmer 14--18
Gretchen L. Van Meer and
Charles D. Sigwart Introducing students to adaptive
computer devices: for compliance with
the Americans with Disabilities Act of
1990 . . . . . . . . . . . . . . . . . . 19--23
Greg Kearsley and
Rachelle Heller Teaching instructional software design 24--28
Angela Goh An operating systems project . . . . . . 29--34
Andrew T. Kitchen and
Nan C. Schaller and
Paul T. Tymann Game playing as a technique for teaching
parallel computing concepts . . . . . . 35--38
Kenneth A. Lambert An ALGOL object code interpreter in
Scheme . . . . . . . . . . . . . . . . . 39--44
Ralph C. Hilzer, Jr. Concurrency with semaphores . . . . . . 45--50
Joan Krone Student designed machines for a theory
of computation course . . . . . . . . . 51--52
John A. Trono An Undergraduate Project to Compute
Minimal Perfect Hashing Functions . . . 53--56
Dave Foley Microcode simulation in the computer
architecture course . . . . . . . . . . 57--59
James M. Withers and
Mark B. Bilodeau An examination of operating systems
laboratory techniques . . . . . . . . . 60--64
Nell Dale Results of SIGCSE membership survey . . 1--6
L. A. Curl Writing about programming in CS1 . . . . 7--10
Ed C. Epp Yet another analysis of algorithms
laboratory . . . . . . . . . . . . . . . 11--14
Michael W. Berry Simulating procurement in the classroom 15--19
Ronald L. Danilowicz Alice in Computerland . . . . . . . . . 20--26
James W. Benham A geometric approach to presenting
computer representations of integers . . 27--28
David T. Brown CS 1 labs: goals and expectations . . . 29--34
Pamela A. Taylor and
Dana L. Wyatt Database and artificial intelligence
integration: a challenge to academia . . 35--42
Lawrence Osborne Teaching C with UNIX for college credit
to professional programmers . . . . . . 43--48
Roy Fuller Microcode simulator for Apple Macintosh 49--51
Andreas Rösel and
Paul Bailes Identifying foundations of software
engineering expertise . . . . . . . . . 52--64
Lowell A. Carmony and
Robert L. Holliday An example from artificial intelligence
for CS1 . . . . . . . . . . . . . . . . 1--5
Martin Ruckert and
Richard Halpern Educational C . . . . . . . . . . . . . 6--9
John Bergin and
Stuart Greenfield Teaching parameter passing by example
using thunks in C and C++ . . . . . . . 10--14
Spiros Mancoridis and
Richard C. Holt and
David A. Penny A ``curriculum-cycle'' environment for
teaching programming . . . . . . . . . . 15--19
Norman Neff A logic programming environment for
teaching mathematical concepts of
computer science . . . . . . . . . . . . 20--24
Bruce R. Maxim Programming languages-comparatively
speaking . . . . . . . . . . . . . . . . 25--29
Rodney S. Tosten Using a model railroad system in an
artificial intelligence and operating
systems course . . . . . . . . . . . . . 30--32
James L. Noyes Teaching AI: a breadth-first approach 33--37
Michele R. LaRusch Teaching artificial intelligence as the
year 2000 approaches . . . . . . . . . . 38--42
Carl Erickson USENET as a teaching tool . . . . . . . 43--47
Vivek Khera and
Owen Astrachan and
David Kotz The Internet Programming Contest: a
report and philosophy . . . . . . . . . 48--52
Angel Syang and
Nell B. Dale Computerized adaptive testing in
computer science: assessing student
programming abilities . . . . . . . . . 53--56
Thomas B. Hilburn A top-down approach to teaching an
introductory computer science course . . 58--62
Thomas K. Moore Scientific investigation in a
breadth-first approach to introductory
computer science . . . . . . . . . . . . 63--67
John Paxton and
Rockford J. Ross and
Denbigh Starkey An integrated, breadth-first computer
science curriculum based on Computing
Curricula 1991 . . . . . . . . . . . . . 68--72
Ann E. Fleury Evaluating discrete mathematics
exercises . . . . . . . . . . . . . . . 73--77
Dale A. Schoenefeld and
Roger L. Wainwright Integration of discrete mathematics
topics into the secondary mathematics
curriculum using Mathematica: a summer
institute for high school teachers . . . 78--82
Susan Bridges Graphics assignments in discrete
mathematics . . . . . . . . . . . . . . 83--86
David D. Langan A multi-purpose dataflow simulator . . . 87--90
Jacek Olszewski CSP laboratory . . . . . . . . . . . . . 91--95
Janet Hartman and
Dean Sanders Data parallel programming: a transition
from serial to parallel computing . . . 96--100
Martin Osborne and
James L. Johnson An only undergraduate course in
object-oriented technology . . . . . . . 101--106
Martin L. Barrett A hypertext module for teaching user
interface design . . . . . . . . . . . . 107--111
Evans J. Adams A project-intensive software design
course . . . . . . . . . . . . . . . . . 112--116
Eric S. Roberts Using C in CS1: evaluating the Stanford
experience . . . . . . . . . . . . . . . 117--121
Richard E. Pattis The ``procedures early'' approach in CS
1: a heresy . . . . . . . . . . . . . . 122--126
V. Arnie Dyck Emphasizing the process in delivering
CS-1 . . . . . . . . . . . . . . . . . . 127--130
Linda A. Curl and
Brent J. Hussin Introductory computing: a new approach 131--135
Jeffrey L. Popyack and
Nira Herrmann Mail merge as a first programming
language . . . . . . . . . . . . . . . . 136--140
David G. Kay An honors computer science seminar for
undergraduate non-majors . . . . . . . . 141--144
B. Lewis Barnett III An Ethernet performance simulator for
undergraduate networking . . . . . . . . 145--150
Robert A. Pilgrim Design and construction of the Very
Simple Computer (VSC): a laboratory
project for an undergraduate computer
architecture course . . . . . . . . . . 151--154
Donald J. Ewing Microcomputer systems I: a computer
science and engineering capstone course 155--159
Judith D. Wilson and
Nathan Hoskin and
John T. Nosek The benefits of collaboration for
student programmers . . . . . . . . . . 160--164
Ian H. Witten and
Timothy C. Bell Getting research students started: a
tale of two courses . . . . . . . . . . 165--169
Richard L. Weis and
Judith L. Gersting A course on professionalism in the
undergraduate CS curriculum . . . . . . 170--174
Angela Goh and
Peng-Chor Leong Laboratories and other educational
experiences based on Curricula '91 . . . 175--179
Bruce Cowley and
Greg Scragg and
Doug Baldwin Gateway laboratories: integrated,
interactive learning modules . . . . . . 180--184
Joseph E. Lang and
Barbara A. Smith Scheduled supervised laboratories in
CS1: a comparative analysis . . . . . . 185--188
Leon E. Winslow Problem specification with action
machines . . . . . . . . . . . . . . . . 189--192
Hossein Saiedian Towards More Formalism in Software
Engineering Education . . . . . . . . . 193--197
Alan Fekete Reasoning about programs: integrating
verification and analysis of algorithms
into the introductory programming course 198--202
Russell C. Kick, Jr. and
F. Stuart Wells Women in computer science . . . . . . . 203--207
G. Joy Teague and
Val A. Clarke Attracting women to tertiary computing
courses . . . . . . . . . . . . . . . . 208--212
Conrad Mueller and
Sheila Rock and
Ian Sanders An improved first year course taking
into account third world students . . . 213--217
Richard Rybacki and
Kay A. Robbins and
Steven Robbins Ethercom: a study of audio processes and
synchronization . . . . . . . . . . . . 218--222
Joel C. Adams The design and implementation of a Unix
classroom . . . . . . . . . . . . . . . 223--227
Chi Fai Ho and
Christopher L. Morgan and
Istvan Simon An advanced classroom computing
environment and its applications . . . . 228--231
Matthew C. Clarke Possible models diagrams: a visual
alternative to truth tables . . . . . . 232--236
Robin Trahan and
Susan Rodger Simulation and visualization tools for
teaching parallel merge sort . . . . . . 237--241
Margaret Christensen and
Michael Giamo and
Trevor Jones Support for teaching the design and
implementation of multimedia/hypermedia
systems . . . . . . . . . . . . . . . . 242--245
Richard A. Brown A software testbed for advanced projects
in real-time and distributed computing 247--250
Edward G. Amoroso A graduate course in computing security
technology . . . . . . . . . . . . . . . 251--255
Sub Ramakrishnan and
Ann-Marie Lancaster Operating Systems Projects: linking
theory, practice and use . . . . . . . . 256--260
David B. Levine Dealing with different levels of
abstraction in a data structures course 261--264
Richard J. Reid The object oriented paradigm in CS 1 . . 265--269
Rick Decker and
Stuart Hirshfield Top-down teaching: object-oriented
programming in CS 1 . . . . . . . . . . 270--273
Harriet G. Taylor and
Katharine M. Paine An interdisciplinary approach to the
development of writing skills in
computer science students . . . . . . . 274--278
Gary McDonald and
Merry McDonald Developing oral communication skills of
computer science undergraduates . . . . 279--282
Sarah L. Sullivan A software project management course
role-play-team-project approach
emphasizing written and oral
communication skills . . . . . . . . . . 283--287
Arthur M. Riehl and
Daniel P. Friedman and
Brian Harvey and
Simon Kaplan and
Richard Salter and
George Springer Using SCHEME in the introductory
computer science curriculum (abstract) 288
Teri Perl and
Dennis Bybee and
Carol E. Edwards and
Coco Conn ACM task force report on K-12 education
and technology (abstract) . . . . . . . 289
Susan Marie Harrington and
Charles Kelemen and
Rachelle Heller and
Sandoval Melim and
Ellen Spertus Creating an environment for the success
of women students in undergraduate,
co-ed computer science programs
(abstract) . . . . . . . . . . . . . . . 290
Barry L. Kurtz and
Nell Dale and
Jerry Engel and
Jim Miller and
Keith Barker and
Harriet Taylor Evaluating effectiveness in computer
science education . . . . . . . . . . . 293
Vicki L. Almstrum and
Anita Borg and
J. Paul Myers, Jr. Improving mentoring for women in
computer science fields (abstract) . . . 294
Daltin R. Hunkins and
Steven K. Andrianoff and
Rosalee Nerheim-Wolfe and
Thomas L. Naps Computer graphics across the CS
curriculum (abstract) . . . . . . . . . 295
Elizabeth S. Adams and
Rachelle S. Heller and
Elliot Soloway and
Barbee Mynatt Teasley Here comes the multimedia generation!
Ready? or not? (abstract) . . . . . . . 297
Angela B. Shiflet and
Scott Cannon and
Terry J. Frederick and
Janet Hartman and
Marsha Meredith and
Chris Nevison and
Dean Sanders Approaches to teaching parallel
processing on the undergraduate level
(abstract) . . . . . . . . . . . . . . . 298
Suzanne E. Gladfelter and
William C. Harris and
Karl J. Klee Successful associate degree programs in
the computing sciences . . . . . . . . . 299
Paul M. Leidig and
Mary J. Granger and
Asad Khailany and
Joan Pierson and
Dean Sanders Information systems curriculum
(abstract): where we should be going? 300
Rhys Price Jones and
Doug Cooper and
Dan Friedman and
Ric Holt and
Peter Robinson Issues in the choice of programming
language for CS 1 (abstract) . . . . . . 301
Karl J. Klee and
John Impagliazzo Final report (abstract): curricula for
two-year degree programs in computer
sciences, and computing and engineering
technology . . . . . . . . . . . . . . . 302
Antonio M. Lopez, Jr. and
Gerald L. Engel and
Herbert L. Dershem and
Santa Wiltz Research experience for undergraduates
(abstract) . . . . . . . . . . . . . . . 303
Thomas J. Scott and
Richard B. Voss and
Cherri M. Pancake Teaching an ethics component to computer
science majors (abstract) . . . . . . . 304
Vicki L. Almstrum and
Debra Burton and
Cheng-Chih Wu Research methods in computer science
education . . . . . . . . . . . . . . . 306
Judith L. Gersting and
Frank Young and
Eric Tinsley and
Helen Hays and
Anthony Schaeffer Bringing the industry view of software
engineering to the classroom . . . . . . 307
Michael J. Clancy and
Richard E. Pattis and
Mark Stehlik Approaches to programming assignments in
CS 1 and CS 2 . . . . . . . . . . . . . 308
Susan M. Merritt and
Charles J. Bruen and
J. Philip East and
Darlene Grantham and
Charles Rice and
Viera K. Proulx and
Gerry Segal and
Carol E. Wolf ACM model high school computer science
curriculum (abstract) . . . . . . . . . 309
Richard Austing and
Therese Jones Final report: curricula for two-year
college task force subgroup: computing
for other disciplines . . . . . . . . . 310
Richard G. Epstein The power of OOPS (abstract):
heterogeneous data structures in C++ . . 311
Kathy Howell The experience of women in undergraduate
computer science: what does the research
say? . . . . . . . . . . . . . . . . . . 1--8
Larry Morton and
Nicholas Norgaard A survey of programming languages in CS
programs . . . . . . . . . . . . . . . . 9--11
Jan Newmarch A plan-based approach to Prolog
recursion . . . . . . . . . . . . . . . 12--18
W. A. Coey An interactive tutorial system for
MC68000 assembly language using
HyperCard . . . . . . . . . . . . . . . 19--23
Delmar E. Searls An integrated hardware simulator . . . . 24--28
Gordon W. Skelton Integrating total quality management
with software engineering education . . 29--30
Robert Bryant and
Paul De Palma A first course in computer science for
small four year CS programs . . . . . . 31--34
James P. Kelsh Levels of abstraction in CS2 . . . . . . 35--37
Seth D. Bergmann Simulating and compiling a hypothetical
microprogrammed architecture with
projects for computer architecture and
compiler design . . . . . . . . . . . . 38--42
Tom Nute and
Lavon Page and
Jo Perry and
Richard Rinewalt and
Pat Ryan and
Laurie White and
Stan Wileman Results and problems from the 1992 ACM
Scholastic Programming Contest Finals 43--50
Kailash Chandra A set of programming projects for a
second programming course . . . . . . . 51--56
R. Chaudhuri and
A. C. Dempster A note on slowing Quicksort . . . . . . 57--58
Jacobo Carrasquel Necessity is the mother of language
features . . . . . . . . . . . . . . . . 59--64
L. E. Moses Our computer science classrooms: are
they ``friendly'' to female students? 3--12
Atanas Radenski A voyage to Oberon . . . . . . . . . . . 13--18
James L. Hein A declarative laboratory approach for
discrete structures, logic, and
computability . . . . . . . . . . . . . 19--25
Robert M. Harlan and
David M. Patrone Parsing as search: an easy-to-understand
RTN interpreter . . . . . . . . . . . . 26--30
Dorothy Deremer Improving the learning environment in CS
I: experiences with communication
strategies . . . . . . . . . . . . . . . 31--35
Kirk Pruhs The SPIN-OUT puzzle . . . . . . . . . . 36--38
John S. Gray Is eight enough?: the Eight Queens
Problem re-examined . . . . . . . . . . 39--44
Rick Homkes and
John Minor Ross Clarifying 'C' . . . . . . . . . . . . . 45--51
Richard C. Detmer PC graphics packages for Modula-2 . . . 52--57
Dorothy Mazaitis The object-oriented paradigm in the
undergraduate curriculum: a survey of
implementations and issues . . . . . . . 58--64
Vashti Galpin and
Ian Sanders Gender imbalances in computer science at
the University of the Witwatersrand . . 2--4
Lie June Shiau Object-oriented programming for
numerical methods . . . . . . . . . . . 5--8
Martin J. Biernat Teaching tools for data structures and
algorithms . . . . . . . . . . . . . . . 9--12
David T. Brown Discrete mathematics II . . . . . . . . 13--17
LieJune Shiau Using a heuristic algorithm to help
analyze graph problems . . . . . . . . . 18--20
Vicki L. Almstrum and
Cheng-Chih Wu The CSedRes toolbox: a resource to
support research in computer science
education . . . . . . . . . . . . . . . 21--26
Diane M. Miller MIS as a discipline: a structured
definition . . . . . . . . . . . . . . . 27--32
John G. Keating Hopfield networks, neural data
structures and the nine flies problem:
neural network programming projects for
undergraduates . . . . . . . . . . . . . 33--37
Chip Dixon Object extensibility: a Turbo Pascal
graphics example . . . . . . . . . . . . 38--40
T. F. Higginbotham The integer square root of $N$ via a
binary search . . . . . . . . . . . . . 41--45
Lorraine Staehr Debating: its use in teaching social
aspects of computing . . . . . . . . . . 46--49
William S. Harrison Co-oping at the super collider . . . . . 50--60
José de Oliveira Guimarães Clever programming languages exercises 61--64
John T. Paxton and
Rockford J. Ross and
J. Denbigh Starkey A methodology for teaching an integrated
computer science curriculum . . . . . . 1--5
Russell L. Shackelford and
Richard J. LeBlanc Integrating ``depth first'' and
``breadth first'' models of computing
curricula . . . . . . . . . . . . . . . 6--10
Allen B. Tucker and
Peter Wegner New directions in the introductory
computer science curriculum . . . . . . 11--15
James S. Collofello and
Manmahesh Kantipudi and
Mark A. Kanko Assessing the software process maturity
of software engineering courses . . . . 16--20
Rym Mili and
Ali Mili Teaching a first course on data
structures: a software engineering
approach . . . . . . . . . . . . . . . . 21--25
Adam Rifkin Teaching parallel programming and
software engineering concepts to high
school students . . . . . . . . . . . . 26--30
Robert M. Harlan The Automated Student Advisor: a large
project for expert systems courses . . . 31--35
Giorgio Ingargiola and
Nathan Hoskin and
Robert Aiken and
Rajeev Dubey and
Judith Wilson and
Mary-Angela Papalaskari and
Margaret Christensen and
Roger Webster A repository that supports teaching and
cooperation in the introductory AI
course . . . . . . . . . . . . . . . . . 36--40
Paul A. Luker and
Dennis Rothermel The philosophy of artificial
intelligence: a general studies course
with particular benefits to computer
science majors . . . . . . . . . . . . . 41--45
Thomas L. Naps and
Brian Swander An object-oriented approach to algorithm
visualization-easy, extensible, and
dynamic . . . . . . . . . . . . . . . . 46--50
Rick Decker and
Stuart Hirshfield The top 10 reasons why object-oriented
programming can't be taught in CS 1 . . 51--55
Paul A. Luker There's more to OOP than syntax! . . . . 56--60
Richard Rasala and
Viera K. Proulx and
Harriet J. Fell From animation to analysis in
introductory computer science . . . . . 61--65
Stephen Shum and
Curtis Cook Using literate programming to teach good
programming practices . . . . . . . . . 66--70
Lisa M. Levy Kortright From specific problem instances to
algorithms in the introductory course 71--75
William Myers Instructional uses of demonstration
disks . . . . . . . . . . . . . . . . . 76--79
Mack Thweatt CSI closed lab vs. open lab experiment 80--82
Dave Berque and
Jeff Bogda and
Brian Fisher and
Tim Harrison and
Nick Rahn The KLYDE workbench for studying
experimental algorithm analysis . . . . 83--87
John Rabung Introducing computer concepts to novices
by ``practical'' immersion . . . . . . . 88--91
Nira Herrmann and
Jeffrey L. Popyack An integrated, software-based approach
to teaching introductory computer
programming . . . . . . . . . . . . . . 92--96
Barry Fagin Two years of ``The Digital World'':
portable courseware for technological
literacy . . . . . . . . . . . . . . . . 97--101
Henry A. Etlinger and
Michael J. Lutz Professional literacy: labs for advanced
programming courses . . . . . . . . . . 102--105
James Robergé and
Candice Suriano Using laboratories to teach software
engineering principles in the
introductory computer science curriculum 106--110
Thomas J. Scott and
Lee H. Tichenor and
Ralph B. Bisland, Jr. and
James H. Cross II Team dynamics in student programming
projects . . . . . . . . . . . . . . . . 111--115
Richard Denman and
David A. Naumann and
Walter Potter and
Gary Richter Derivation of programs for freshmen . . 116--120
Kung-Kiu Lau and
Vicky J. Bush and
Pete J. Jinks Towards an introductory formal
programming course . . . . . . . . . . . 121--125
Ryan McFall and
Herbert L. Dershem Finite state machine simulation in an
introductory lab . . . . . . . . . . . . 126--130
Michael Goldweber and
John Barr and
Chuck Leska A new perspective on teaching computer
literacy . . . . . . . . . . . . . . . . 131--135
Joseph L. Zachary Tutorial-based teaching of introductory
programming classes . . . . . . . . . . 136--140
David Arnow Teaching programming to liberal arts
students: using loop invariants . . . . 141--144
Evelyn P. Rozanski Accreditation: does it enhance quality? 145--149
Greg Scragg and
Doug Baldwin and
Hans Koomen Computer science needs an insight-based
curriculum . . . . . . . . . . . . . . . 150--154
John C. Knight and
Jane C. Prey and
Wm. A. Wulf Undergraduate computer science
education: a new curriculum philosophy &
overview . . . . . . . . . . . . . . . . 155--159
Robert L. Tureman, Jr. Computing laboratories and the small
community college: defining the directed
computing laboratory in the small
college computing environment . . . . . 160--163
Robert Geitz Concepts in the classroom, programming
in the lab . . . . . . . . . . . . . . . 164--168
S. Ron Oliver and
John Dalbey A software development process
laboratory for CS1 and CS2 . . . . . . . 169--173
David Finkel and
Surendar Chandra NetCp --- a project environment for an
undergraduate computer networks course 174--177
David Magagnosc Simulation in computer organization: a
goals based study . . . . . . . . . . . 178--182
Michael Gschwind Reprogrammable hardware for educational
purposes . . . . . . . . . . . . . . . . 183--187
Ben A. Calloni and
Donald J. Bagert ICONIC programming in BACCII vs. textual
programming: which is a better learning
environment? . . . . . . . . . . . . . . 188--192
Chris Buckalew and
Alan Porter The lecturer's assistant . . . . . . . . 193--197
William A. Waller A framework for CS1 and CS2 laboratories 198--202
Charles Prince and
Roger L. Wainwright and
Dale A. Schoenefeld and
Travis Tull GATutor: a graphical tutorial system for
genetic algorithms . . . . . . . . . . . 203--207
Stephen A. Blythe and
Michael C. James and
Susan H. Rodger LLparse and LRparse: visual and
interactive tools for parsing . . . . . 208--212
Patrick Heck Dynamic programming for pennies a day 213--217
John F. Dooley and
Daniel C. St. Clair and
William E. Bond Computing $ \chi^2 $ values . . . . . . 218--222
Ursula Wolz and
Edward Conjura Integrating mathematics and programming
into a three tiered model for computer
science education . . . . . . . . . . . 223--227
Sami Khuri Intractability: a geometric
representation . . . . . . . . . . . . . 228--232
Judith L. Gersting A software engineering ``frosting'' on a
traditional CS-1 course . . . . . . . . 233--237
Owen Astrachan Self-reference is an illustrative
essential . . . . . . . . . . . . . . . 238--242
Kim B. Bruce Attracting (& keeping) the best and the
brightest: an entry-level course for
experienced introductory students . . . 243--247
Barbara Kushan Preparing programming teachers . . . . . 248--252
Debra A. Lelewer A seminar course in computer ethics . . 253--257
Valerie A. Clarke and
G. Joy Teague A psychological perspective on gender
differences in computing participation 258--262
Thomas Moore and
Michael Wick and
Blaine Peden Assessing student's critical thinking
skills and attitudes toward computer
science . . . . . . . . . . . . . . . . 263--267
Marguerite Hafen Developing writing skills in computer
science students . . . . . . . . . . . . 268--270
Antonio M. Lopez, Jr. and
Kenneth C. Messa, Jr. An undergraduate research program in
multi-paradigm software design . . . . . 271--275
Paul T. Tymann and
Douglas Lea and
Rajendra K. Raj Developing an undergraduate software
engineering program in a liberal arts
college . . . . . . . . . . . . . . . . 276--280
Adam Rifkin eText: an interactive environment for
learning parallel programming . . . . . 281--285
David Finkel and
Chet Hooker and
Scott Salvidio and
Mark Sullivan and
Christopher Thomas Teaching C++ to high school students . . 286--289
Doug Baldwin and
Greg Scragg and
Hans Koomen A three-fold introduction to computer
science . . . . . . . . . . . . . . . . 290--294
Alan W. Biermann and
Amr F. Fahmy and
Curry Guinn and
David Pennock and
Dietolf Ramm and
Peter Wu Teaching a hierarchical model of
computation with animation software in
the first course . . . . . . . . . . . . 295--299
Richard E. Pattis Teaching EBNF first in CS 1 . . . . . . 300--303
Roberta Evans Sabin and
Edward P. Sabin Collaborative learning in an
introductory computer science course . . 304--308
Craig E. Wills and
David Finkel and
Michael A. Gennert and
Matthew O. Ward Peer learning in an introductory
computer science course . . . . . . . . 309--313
Sarah L. Sullivan Reciprocal peer reviews . . . . . . . . 314--318
Rajiv Tewari and
David Gitlin On object-oriented libraries in the
undergraduate curriculum: importance and
effectiveness . . . . . . . . . . . . . 319--323
Richard C. Holt Introducing undergraduates to object
orientation using the Turing language 324--328
Glenn Meter and
Philip Miller Engaging Students and Teaching Modern
Concepts: Literate, Situated,
Object-Oriented Programming . . . . . . 329--333
Donald House and
David Levine The art and science of computer
graphics: a very depth-first approach to
the non-majors course . . . . . . . . . 334--338
Sami Khuri and
Jason Williams Understanding the bottom-up SLR parser 339--343
Stephen J. Hartley Animating operating systems algorithms
with XTANGO . . . . . . . . . . . . . . 344--348
Constantine Katsinis The development of a multi-processor
personal computer in a senior computer
design laboratory . . . . . . . . . . . 349--352
R. James Duckworth Introducing parallel processing concepts
using the MASPAR MP-1 computer . . . . . 353--356
David J. John NSF supported projects: parallel
computation as an integrated component
in the undergraduate curriculum in
computer science . . . . . . . . . . . . 357--361
Joseph W. Kmoch and
Mark Stehlik The creation and use of scoring
standards (rubrics): experiences with
the advanced placement computer science
exam (abstract) . . . . . . . . . . . . 362--363
Barbara Boucher Owens and
Robert D. Cupper and
Stuart Hirshfield and
Walter Potter and
Richard Salter New models for the CS1 course: what are
they and are they leading to the same
place? . . . . . . . . . . . . . . . . . 364--365
Viera Proulx and
Harriet Fell and
Richard Rasala and
Johannes A. G. M. Koomen and
Carol W. Wilson Using graphical presentation techniques
in closed laboratory exercises
(abstract) . . . . . . . . . . . . . . . 366
Louise E. Moses and
Rachelle D. Isles and
Frances Grundy and
Danielle R. Bernstein and
Valerie A. Clarke and
G. Joy Teague Too few women! Too few minorities! What
can we do? (abstract) . . . . . . . . . 367--368
Henry M. Walker and
Kim Bruce and
James Bradley and
Tom Whaley Describing the CS forest to
undergraduates (abstract) . . . . . . . 369--370
Gail Chapman and
Sarah Fix and
Owen Astrachan and
Joseph Kmoch and
Michael Clancy Case studies in the advanced placement
computer science curriculum (abstract) 371
Dale Shaffer and
George J. Davis and
Keith Jolly and
Martyn Roberts and
Miriam Roy Opportunities in international teacher
exchanges (abstract) . . . . . . . . . . 372
Dave Cook and
Eugene Bingue Tutorial introduction to Ada 9X
(abstract) . . . . . . . . . . . . . . . 373
David Arnow and
Owen Astrachan and
James Kiper and
Robert Workman and
Paula Whitlock and
Brent Auernheimer and
John Rager Themes and tapestries: a diversity of
approaches to computer science for
liberal arts students . . . . . . . . . 374--375
Mary J. Granger and
Mary R. Vorgert and
Joyce Currie Little and
Lois Zells Creating an I-CASE environment
(abstract): pitfalls and promises . . . 376--377
Douglas R. Troeger Tutorial-formal methods in the first
course (abstract) . . . . . . . . . . . 378
John Impagliazzo and
J. Dennis Bjornson and
Dennis J. Frailey and
Jeanette Horan and
Gerald H. Thomas An industry perspective on computer
science accreditation (abstract) . . . . 379--380
David G. Kay and
Terry Scott and
Peter Isaacson and
Kenneth A. Reek Automated grading assistance for student
programs . . . . . . . . . . . . . . . . 381--382
A. Michael Berman and
Rick Decker and
Dung X. Nguyen and
Richard J. Reid and
Eugene Wallingford Using C++ in CS1/CS2 . . . . . . . . . . 383--384
John W. McCormick and
Fintan Culwin and
Nicholas J. DeLillo and
Michael B. Feldman and
Richard Pattis and
Walter J. Savitch Teaching Ada by the book: the pedagogy
of Ada in CS1 . . . . . . . . . . . . . 385--386
Steven Epstein and
Marla Fischer and
Forouzan Golshani and
Catherine Ricardo Multimedia across the disciplines . . . 387--388
Ernest A. Kallman and
John P. Grillo Teaching ethics in IS courses
(abstract): everything you always wanted
to know but were afraid to ask . . . . . 389
Sandra J. DeLoatch and
Ernest C. Ackermann and
John Urquhart and
Lynn Ziegler Scaling up computer science with
efficient learning (abstract) . . . . . 390--391
Renée A. McCauley and
Evans J. Adams and
Donald Gotterbarn and
Linda M. Northrop and
Hossein Saiedian and
Stuart Zweben Organizational issues in teaching
project-oriented software engineering
courses (abstract) . . . . . . . . . . . 392--393
David W. Brown and
Michael A. Sheets and
Randy L. Myers and
Jeremy A. Freed and
Allan Cameron and
Patricia Amavisca and
Theresa Cuprak and
Brian Pollack and
Chris Stephenson A tale of two high school computer
science programs and how the ACM model
high school computer science curriculum
may shape their future (abstract) . . . 394--395
Stuart Hirshfield and
Owen Astrachan and
John Barr and
Karen Donnelly and
David Levine and
Mark McGinn Object-oriented programming (abstract):
how to ``scale up'' CS 1 . . . . . . . . 396
Thomas J. Scott and
Ralph B. Bisland, Jr. and
Lee H. Tichenor and
James H. Cross II Handling interpersonal issues for
student team projects . . . . . . . . . 397--398
Chris Nevison Teaching parallel computing on a
message-passing architecture (abstract) 399
Philip Miller and
Michael J. Clancy and
Andrea A. diSessa and
Jeremy Roschelle and
Michael Eisenberg and
Mark Guzdial and
Elliot Soloway and
Mitchel Resnick The future of programming instruction
(abstract) . . . . . . . . . . . . . . . 400
James Caristi and
Nell Dale and
Bill Marion and
Joe Turner Assessment in computer science
(abstract) . . . . . . . . . . . . . . . 401--402
Karl Klee and
Richard Austing and
Robert Campbell and
Joyce Currie Little Articulation: who needs it? your
students do! (abstract) . . . . . . . . 403
Wayne D. Smith A laboratory to support a first course
in data communications using personal
computers and Turbo Pascal (abstract) 404
Keith Barker and
Andrew P. Bernat and
Robert D. Cupper and
Charles F. Kelemen and
Allen B. Tucker Class testing the breadth-first
curriculum (abstract): summary results
for courses I-IV . . . . . . . . . . . . 405--406
W. A. Lawrence Fowler and
R. H. Fowler An environment for CS integrating
hypertext, program design and language
facilities (abstract) . . . . . . . . . 407
David Hastings A scalable approach to integrating
object oriented programming into the
undergraduate liberal arts curriculum
(abstract) . . . . . . . . . . . . . . . 407
Akhtar Lodgher and
Hisham Al-Haddad A practical approach for teaching reuse
in a data structures course using Ada
(abstract) . . . . . . . . . . . . . . . 407
Jim Green and
Stacey B. Zaremba A target tracking system applied to
swimming rats: an interdisciplinary
project in computer science and
psychology (abstract) . . . . . . . . . 408
Peter G. Jessup Teaching parallel computing with
Multi-Pascal (abstract) . . . . . . . . 408
Myles F. McNally Visualization of sorting algorithms
(abstract) . . . . . . . . . . . . . . . 408
David K. Walker and
Hamid Chahryar and
James W. Moore and
David S. Tucker Computer science lecture room
demonstration experiment in event
counting (abstract) . . . . . . . . . . 408
Vicki L. Almstrum and
Cheng-Chih Wu and
Debra Burton A resource for research in computer
science education: the CSedRes toolbox
(abstract) . . . . . . . . . . . . . . . 409
Anthony D. Berard, Jr. Using the TOPAS solid modeling and
animation system to animate science
models (abstract) . . . . . . . . . . . 409
Daniel E. Nohl Using profiling to analyze algorithms
(abstract) . . . . . . . . . . . . . . . 409
Harry F. Smith In pursuit of parallelism (abstract) . . 409
Marc W. Brooks and
John R. Chang and
Ryan C. Horner and
David W. Brown Analysis of personal mail attributes in
a computer mediated communication
environment (abstract) . . . . . . . . . 410
David W. Brown High school participation in the
Association for Computing Machinery
(abstract) . . . . . . . . . . . . . . . 410
Matthew A. Ford and
Elise N. Cassidente and
J. Suzanne Rothrock and
David W. Brown and
Daniel Miller The role of gender in high school
computer mediated communication
(abstract) . . . . . . . . . . . . . . . 410
Michael A. Sheets and
Michael A. Vance and
Jeremy A. Freed and
David W. Brown Compuquake: upheaval of a virtual
community (abstract) . . . . . . . . . . 410
Duane J. Jarc Data structures: a unified view . . . . 2--4
Nancy Lynn Tinkham and
Darren F. Provine The stage one Turing test as an
artificial intelligence class exercise 5--8
Bard Bloom and
Alan Fekete Self-sufficiency and critical thinking
in the programming languages course . . 9--18
V. Gueraud and
J. P. Cagnat and
J. P. David and
J. P. Pernin Software environments for computer aided
education . . . . . . . . . . . . . . . 19--25
Will Garland and
Virginia Levsen Information systems curricula in AACSB
accredited business schools . . . . . . 26--30
Dave Oliver Software engineering project work in
combined distance and on campus modes 31--35
Kathie A. Yerion The Dutch National Flag Problem
revisited as an introductory abstract
data type . . . . . . . . . . . . . . . 36--40
Brian L. Stuart Connect 4 as a problem in artificial
intelligence and robotics . . . . . . . 41--46
Dominic Magno A new approach to computer science in
the community college: negotiated
teaching and learning . . . . . . . . . 47--51
Janet T. Kerner and
Kathy Vargas Women and computers: what we can learn
from science . . . . . . . . . . . . . . 52--56
Charles L. Silver Mathematizing abstract data types . . . 57--60
Jerónimo Nájera and
Luis Gómez An instructed tool for cache coherence
protocols . . . . . . . . . . . . . . . 61--64
James W. Howatt On criteria for grading student programs 3--7
Joseph S. Fulda A note on physical implementations of
logical entities . . . . . . . . . . . . 7
John A. Trono A new exercise in concurrency . . . . . 8--10
Harold G. Campbell Geographic information systems education
for non-computer oriented college
students . . . . . . . . . . . . . . . . 11--14
Carlos Iván Chesñevar Some problems about English--Spanish
translations in computer science
literature . . . . . . . . . . . . . . . 15--ff.
Pavol Návrat Hierarchies of programming concepts:
abstraction, generality, and beyond . . 17--21
J. Ángel Velázquez-Iturbide A methodology for monitor development in
concurrent programs . . . . . . . . . . 22--28
Paul Cull and
Rajeev Pandey Isomorphism and the N-Queens problem . . 29--36
José de Oliveira Guimarães Testing student-made compilers . . . . . 37--44
Eugene Styer On the design and use of a simulator for
teaching computer architecture . . . . . 45--ff.
Michel Cartereau A tool for operating system teaching . . 51--55
Geoffrey Freeman Do students test their software? . . . . 56--57
Dermot Shinners-Kennedy A graduate diploma in computing . . . . 58--64
J. T. Gorgone and
J. D. Couger and
G. Davis and
D. Feinstein and
G. Kasper and
J. Little and
H. E. Longenecker Information systems curriculum --- a
status report . . . . . . . . . . . . . 2--4
Sally Jo Cunningham Using a computer conferencing system to
support writing and research skill
development . . . . . . . . . . . . . . 5--8
Aaron Garth Enright and
Linda M. Wilkens and
James T. Canning An alternative computer architecture
course . . . . . . . . . . . . . . . . . 9--12
Jan Hext Mr Waring's problem . . . . . . . . . . 13--16
Carolee Stewart Distributed systems in the undergraduate
curriculum . . . . . . . . . . . . . . . 17--20
William S. Lloyd Exploring the Byzantine generals problem
with beginning computer science students 21--24
Lutz Prechelt A motivating example problem for
teaching adaptive systems design . . . . 25--34
Aaron Konstam and
John E. Howland Teaching computer science principles to
liberal arts students using Scheme . . . 29--ff.
Carlos Iván Chesñevar Syntactic diagrams as a tool for solving
text-processing problems . . . . . . . . 35--40
Byron Weber Becker Inexpensive teaching techniques with
rich rewards . . . . . . . . . . . . . . 41--44
Mário André Mayerhofer Guimarães and
Carlos José Pereira de Lucena and
Maurício Roma Cavalcanti Experience using the ASA algorithm
teaching system . . . . . . . . . . . . 45--50
Gary Ford The progress of undergraduate software
engineering education . . . . . . . . . 51--55
John A. Trono Taxman revisited . . . . . . . . . . . . 56--58
Kwok-bun Yue An undergraduate course in concurrent
programming using Ada . . . . . . . . . 59--63
Owen Astrachan and
David Reed AAA and CS 1: the applied apprenticeship
approach to CS 1 . . . . . . . . . . . . 1--5
Margaret M. Reek A top-down approach to teaching
programming . . . . . . . . . . . . . . 6--9
Mary Veronica Kolesar and
Vicki H. Allan Teaching computer science concepts and
problem solving with a spreadsheet . . . 10--13
Yonglei Tao Using expert systems to understand
object-oriented behavior . . . . . . . . 14--18
Richard J. Reid Object-oriented simulation of computer
architectures using C++ . . . . . . . . 19--23
Mark R. Headington Removing implementation details from C++
class declarations . . . . . . . . . . . 24--28
Michael R. Birch and
Christopher M. Boroni and
Frances W. Goosey and
Samuel D. Patton and
David K. Poole and
Craig M. Pratt and
Rockford J. Ross DYNALAB: a dynamic computer science
laboratory infrastructure featuring
program animation (abstract) . . . . . . 29--33
John K. Estell and
Thomas A. Owen Experiencing the codesign process:
Microcomputer Systems II laboratory . . 34--38
William E. Toll Socket programming in the data
communications laboratory . . . . . . . 39--43
Norman Cohen and
Wanda Dann Using an internal internship to enhance
computer science education in a two-year
college . . . . . . . . . . . . . . . . 44--47
Eric Roberts and
John Lilly and
Bryan Rollins Using undergraduates as teaching
assistants in introductory programming
courses: an update on the Stanford
experience . . . . . . . . . . . . . . . 48--52
David G. Kay Training computer science teaching
assistants: a seminar for new TAs . . . 53--55
Y. Daniel Liang Teaching dynamic programming techniques
using permutation graphs . . . . . . . . 56--60
Ali A. Kooshesh Solving a problem using cooperating data
structures . . . . . . . . . . . . . . . 61--65
Chaya Gurwitz Achieving a uniform interface for binary
tree implementations . . . . . . . . . . 66--70
Lan Jin and
Lan Yang A laboratory for teaching parallel
computing on parallel structures . . . . 71--75
David Kotz A data-parallel programming library for
education (DAPPLE) . . . . . . . . . . . 76--81
David M. Arnow XDP: a simple library for teaching a
distributed programming module . . . . . 82--86
Michael B. O'Neal and
Barry L. Kurtz Watson: a modular software environment
for introductory computer science
education . . . . . . . . . . . . . . . 87--91
Brenda C. Parker and
John D. McGregor A goal-oriented approach to laboratory
development and implementation . . . . . 92--96
Barry L. Kurtz and
Unmesh S. Mayekar and
Michael B. O'Neal Design and implementation of a
generalized problem solving assistant
for algorithm development . . . . . . . 97--101
Scott D. Studer and
James Taylor and
Ken Macie Youngster: a simplified introduction to
computing: removing the details so that
a child may program . . . . . . . . . . 102--105
Margaret Anne Pierce and
John W. Henry Computer-related judgements of computer
professionals and students . . . . . . . 106--110
Richard Gary Epstein Latest developments in the ``killer
robot'' computer ethics scenario . . . . 111--115
Donald Bagert and
William M. Marcy and
Ben A. Calloni A successful five-year experiment with a
breadth-first introductory course . . . 116--120
Jan L. Harrington and
Helen M. Hayes A joint first year program for computer
science and information systems . . . . 121--125
Iraj Hirmanpour and
Thomas B. Hilburn and
Andrew Kornecki A domain centered curriculum: an
alternative approach to computing
education . . . . . . . . . . . . . . . 126--130
Lan Yang and
Lan Jin Integrating parallel algorithm design
with parallel machine models . . . . . . 131--135
William E. Toll Decision points in the introduction of
parallel processing into the
undergraduate curriculum . . . . . . . . 136--140
Robert M. Harlan and
Joseph G. Akulis Parallel threads: parallel computation
labs for CS 3 and CS 4 . . . . . . . . . 141--145
Alfredo Pérez-Dávila O.S. bridge between academia and reality 146--148
Selmer Moen A low-tech introduction to operating
systems . . . . . . . . . . . . . . . . 149--153
Tracy Camp and
Glen Oberhauser Microkernels: a submodule for a
traditional operating systems course . . 154--158
John Barr and
L. A. Smith King An environment for interpreter-based
programming language projects . . . . . 159--162
Eric S. Roberts A C-based graphics library for CS1 . . . 163--167
Tom Schorsch CAP: an automated self-assessment tool
to check Pascal programs for syntax,
logic and style errors . . . . . . . . . 168--172
Michael Kölling and
Bett Koch and
John Rosenberg Requirements for a first year
object-oriented teaching language . . . 173--177
Mary Jane Willshire Old dogs, new tricks . . . . . . . . . . 178--181
Mark Guzdial Centralized mindset: a student problem
with object-oriented programming . . . . 182--185
Dino Schweitzer and
Tom Appolloni Integrating introductory courses in
computer graphics and animation . . . . 186--190
Lee H. Tichenor Inexpensive advanced graphics
applications for the C.S. majors
graphics class . . . . . . . . . . . . . 191--194
Andrew Sears and
Rosalee Wolfe Visual analysis: adding breadth to a
computer graphics course . . . . . . . . 195--198
Nira Herrmann and
Jeffrey L. Popyack Creating an authentic learning
experience in introductory programming
courses . . . . . . . . . . . . . . . . 199--203
Joseph M. Lambert Restructuring the introductory computer
science course for engineers . . . . . . 204--208
Joseph L. Zachary and
Christopher R. Johnson and
Eric N. Eide and
Kenneth W. Parker An entry-level course in computational
engineering and science . . . . . . . . 209--213
Ronald E. Wilson Integrating a breadth-first curriculum
with relevant programming projects in
CS1/CS2 . . . . . . . . . . . . . . . . 214--217
Michael V. Doran and
David D. Langan A cognitive-based approach to
introductory computer science courses:
lesson learned . . . . . . . . . . . . . 218--222
Juris Reinfelds A three paradigm first course for CS
majors . . . . . . . . . . . . . . . . . 223--227
Ken Slonneger Executing an SECD machine using logic
programming . . . . . . . . . . . . . . 228--232
B. Lewis Barnett III A visual simulator for a simple machine
and assembly language . . . . . . . . . 233--237
John L. Donaldson A microprogram simulator and compiler
for an enhanced version of Tanenbaum's
MIC-1 machine . . . . . . . . . . . . . 238--242
Martin Osborne Software engineering, C++, and Windows 243--247
Atika Laribi and
Michel Léonard and
Olivier Parchet An experiment in learning about basic
information system concepts . . . . . . 248--252
Rajiv Tewari Software reuse and object-oriented
software engineering in the
undergraduate curriculum . . . . . . . . 253--257
David L. Parker Structured design for CS1 . . . . . . . 258--262
David Ginat Loop invariants and mathematical games 263--267
Eric S. Roberts Loop exits and structured programming:
reopening the debate . . . . . . . . . . 268--272
Alan Fekete Enhancing generic skills in the computer
organization course . . . . . . . . . . 273--277
Susan H. Rodger An interactive lecture approach to
teaching computer science . . . . . . . 278--282
John T. Paxton A novel approach to teaching artificial
intelligence . . . . . . . . . . . . . . 283--286
Roy S. Rubinstein Computer science projects with music . . 287--291
J. Morgan Morris Experiences with Mosaic for legacy
projects . . . . . . . . . . . . . . . . 292--296
Thomas Moore Active use of hypertext to aid learning
and classroom instruction . . . . . . . 297--301
Neville Dean and
Michael G. Hinchey Introducing Formal Methods through
Rôle-Playing . . . . . . . . . . . . . . 302--306
J. R. Jefferson Wadkins Rigorous Proofs of Program Correctness
without Formal Logic . . . . . . . . . . 307--311
R. F. Gamble Integrating a formal specification
course with a software projects course
via an editing tool . . . . . . . . . . 312--316
Martin Hitz and
Marcus Hudec Modula-2 versus C++ as a first
programming language --- some empirical
results . . . . . . . . . . . . . . . . 317--321
Michael R. Wick On using C++ and object-orientation in
CS1: the message is still more important
than the medium . . . . . . . . . . . . 322--326
Dave Berque and
Gloria Townsend A new scheme for reinforcing concepts in
CS2 . . . . . . . . . . . . . . . . . . 327--330
Zahava Scherz and
Bruria Haberman Logic programming based curriculum for
high school students: the use of
abstract data types . . . . . . . . . . 331--335
Edward C. Martin Solid modeling with Scheme . . . . . . . 336--339
Robert A. Pilgrim TIC-TAC-TOE: introducing expert systems
to middle school students . . . . . . . 340--344
Mona E. Lovato and
Michael F. Kleyn Parser visualizations for developing
grammars with yacc . . . . . . . . . . . 345--349
Sue Fitzgerald and
Jerry Place Teaching elementary queueing theory with
a computer algebra system . . . . . . . 350--354
James L. Noyes Teaching a modern numerical analysis
course . . . . . . . . . . . . . . . . . 355--359
Sandra Honda Adams and
Rachel D. Isles and
Louise E. Moses and
Domenick Pinto and
Frances L. Van Scoy Where have the women gone and how do we
keep them from going? (panel) . . . . . 360--361
Thomas L. Marchioro II and
Joseph Zachary and
D. E. Stevenson and
Ignatios Vakalis and
Leon Tabak Computational science, parallel and high
performance computing in undergraduate
education (abstract) . . . . . . . . . . 362--363
Renée A. McCauley and
Clark Archer and
Nell Dale and
Rym Mili and
James Robergé and
Harriet Taylor The effective integration of software
engineering principles throughout the
undergraduate computer science
curriculum (abstract) . . . . . . . . . 364--365
Mary Dee Medley and
Kay G. Schulze and
Bob Riser and
Rebekah L. Tidwell Ethical and professional issues in
computing (abstract) . . . . . . . . . . 366--367
Dorothy Deremer and
Gail Finley and
Lynn Ziegler and
Doug Baldwin and
Gordon Stegink Alternative teaching strategies in CS I:
supporting diversity (abstract) . . . . 368--369
Scott Grissom and
Tom Naps and
Rocky Ross and
Dalton Hunkins and
Susan Rodger and
Dino Schweitzer Using visual demonstrations to teach
computer science (abstract) . . . . . . 370--371
Barbara Boucher Owens and
Gene Bailey and
Shelly Heller and
Ted Mims and
Laurie White The non-traditional student in
computing: characteristics, needs and
experiences (abstract) . . . . . . . . . 372--373
Christopher H. Nevison and
Joe Kmoch and
Robert E. Noonan and
Tim Corica and
Sarah Fix and
David G. Kay Changes in the advanced placement
computer science course: case studies
and C++ (panel) . . . . . . . . . . . . 374--375
Danielle R. Bernstein and
Bill Marion and
Catherine M. Ricardo and
Joy Teague and
Lee Wittenberg Every seventh year: sabbatical
opportunities (abstract) . . . . . . . . 376--377
Henry M. Walker and
Nancy Baxter and
Robert Cupper and
G. Michael Schneider The computer science major within a
liberal arts environment (abstract) . . 378--379
Michael C. Mulder and
Gordon Davis and
John Gorgone and
David Feinstein and
Doris K. Lidtke A proposed curriculum in information
science (abstract) . . . . . . . . . . . 380--381
Scott Grissom and
Bill Kubitz and
Jack Bresenham and
G. Scott Owen and
Dino Schweitzer Approaches to teaching computer graphics
(abstract) . . . . . . . . . . . . . . . 382--383
David Gries and
Fred B. Schneider and
Joan Krone and
Stan Warford and
J. Peter Weston Teaching as a logic tool (abstract) . . 384--385
Doug Baldwin and
Jerry Mead and
Keith Barker and
Allen Tucker and
Lynn R. Ziegler Visions of breadth in introductory
computing curricula (abstract) . . . . . 386--387
Barry Burd and
J. Glenn Brookshear and
Rick Decker and
Frances G. Gustavson and
Mildred D. Lintner and
Greg W. Scragg Revitalizing the computer science course
for non-majors (abstract) . . . . . . . 388--389
Ron Classen and
Larry Hughes and
Elizabeth Leboffe and
Wayne Smith Data communications in the undergraduate
computer science curriculum (abstract) 390--391
John Werth and
John Gorgone and
Gordon Davis and
David Feinstein and
Bart Longenecker and
George Kasper Proposed joint ACM/DPMA/AIS
undergraduate information systems degree
curriculum model (abstract) . . . . . . 392--393
Gerald L. Boerner and
Carol Backer Stoker Creating self-paced courses for CS
majors and non-majors . . . . . . . . . 394--395
Gayle Yaverbaum and
Eric Stein and
Russell C. Kick and
F. Stuart Wells Using multimedia technology: different
approaches and controversial issues
(panel) . . . . . . . . . . . . . . . . 396--397
Henry M. Walker and
H. Conrad Cunningham and
Ruth Davis and
Douglas Troeger Formal methods in the undergraduate
computer science curriculum (abstract) 398--399
Michael C. Mulder and
Jane Chu Prey and
J. E. Haines and
Doris K. Lidtke Collaborative learning in undergraduate
information science education (abstract) 400--401
Donald Bagert and
Barbara Boucher Owens Organizing a team for the ACM
programming contest (abstract) . . . . . 402
Janice E. Huss Laboratory projects for promoting
hands-on learning in a computer security
course . . . . . . . . . . . . . . . . . 2--6
Jean-François Brette Transparent running and contextual help
to learn and to teach an imperative
language . . . . . . . . . . . . . . . . 7--12
Simeon Simeonov and
G. Michael Schneider MSIM: an improved microcode simulator 13--17
Edward J. O'Neill Classroom presentation of memory usage
with constants, variables, and
subprograms in Pascal . . . . . . . . . 18--24
Timothy A. Budd and
Rajeev K. Pandey Never mind the paradigm, what about
multiparadigm languages? . . . . . . . . 25--30
Ronald A. Olsson and
Carole M. McNamee Tools for teaching CCRs, monitors, and
CSP concurrent programming concepts . . 31--40
Ronald J. Leach Using metrics to evaluate student
programs . . . . . . . . . . . . . . . . 41--43
Tanya McGill and
Simone Volet An investigation of the relationship
between student algorithm quality and
program quality . . . . . . . . . . . . 44--48
Óscar Martín-Sánchez and
Cristóbal Pareja-Flores A gentle introduction to algorithm
complexity for CS1 with nine variations
on a theme by Fibonacci . . . . . . . . 49--56
Julie Tillison and
Ching-Kuang Shene On generating worst-cases for the
insertion sort . . . . . . . . . . . . . 57--58
Lorraine Sherry A model computer simulation as an
epistemic game . . . . . . . . . . . . . 59--64
S. M. Haynes Explaining recursion to the
unsophisticated . . . . . . . . . . . . 3--6
P. D. Terry Umbriel-imperative programming for
unsophisticated students . . . . . . . . 7--14
Nan C. Schaller and
Andrew T. Kitchen Experiences in teaching parallel
computing-five years later . . . . . . . 15--20
Suzanne Pawlan Levy Computer language usage in CS1: survey
results . . . . . . . . . . . . . . . . 21--26
Marcelo Zanconi and
Norma Moroni and
Perla Señas An educational project in computer
science for primary and high school . . 27--33
Harri Klemetti and
Ismo Lapinleimu and
Erkki Mäkinen and
Mika Sieranta A programming project: trimming the
spring algorithm for drawing hypergraphs 34--38
H. Altay Güvenir An object-oriented tutoring system for
teaching sets . . . . . . . . . . . . . 39--46
Koldo Gojenola and
Tomás A. Pérez and
Arturo Jaime Integrative assignments for CS1 and CS2
through libraries of abstract data types 47--49
M. D. Evans A methodology for a unified ADT course 50--52
Thomas V. Palmer and
James C. Pleasant Attitudes toward the teaching of formal
methods of software development in the
undergraduate computer science
curriculum: a survey . . . . . . . . . . 53--59
J. Stanley Warford An experience teaching formal methods in
discrete mathematics . . . . . . . . . . 60--64
Henry M. Walker Message from the SIGCSE
Secretary/Treasurer . . . . . . . . . . 1--4
Sally Jo Cunningham An introduction to research and the
CS/IS professional literature for
undergraduates . . . . . . . . . . . . . 5--8
Stephanie A. Robertson and
Martin P. Lee The application of second natural
language acquisition pedagogy to the
teaching of programming languages --- a
research agenda . . . . . . . . . . . . 9--12
Pieter H. Hartel and
L. O. Hertzberger Paradigms and laboratories in the core
computer science curriculum: An overview 13--20
Robert McCloskey and
John Beidler An analysis of algorithms laboratory
utilizing the maximum segment sum
problem . . . . . . . . . . . . . . . . 21--26
Franz Delahan and
William F. Klostermeyer and
George Trapp Another way to solve nine-tails . . . . 27--28
Kathie A. Yerion and
Jane A. Rinehart Guidelines for collaborative learning in
computer science . . . . . . . . . . . . 29--34
James W. Benham A geometric approach to integer
condition codes and branch instructions 35--38
Christopher J. Van Wyk Programming as writing: using portfolios 39--42
Kaila Katz The present state of historical content
in computer science texts: a concern . . 43--50
Kenneth M. Dawson-Howe Automatic submission and administration
of programming assignments . . . . . . . 51--53
Joel W. Carissimo XINU-an easy to use prototype for an
operating system course . . . . . . . . 54--56
Peter McKenzie Using CASE to get to maintenance . . . . 57--59
W. E. Mattis An advanced microprocessor course with a
design component . . . . . . . . . . . . 60--64
A. D. Marshall and
S. Hurley Interactive hypermedia courseware for
the World Wide Web . . . . . . . . . . . 1--5
Doug Baldwin Three years' experience with gateway
labs . . . . . . . . . . . . . . . . . . 6--7
Stephen J. Hartley A hypermedia lab manual for operating
systems: using the network to teach . . 8--10
B. Lees and
J. Cowie Applying natural language technology to
the learning of operating systems
functions . . . . . . . . . . . . . . . 11--13
Janet Mei-Chuen Lin and
Cheng-Chih Wu and
Guey-Fa Chiou Critical concepts in the development of
courseware for CS closed laboratories 14--19
Deborah L. Knox Historical perspectives of computing: an
introductory lab for browsing on the
World Wide Web . . . . . . . . . . . . . 20--22
Jane Chu Prey Cooperative learning and closed
laboratories in an undergraduate
computer science curriculum . . . . . . 23--24
Sami Khuri and
Jason Williams Neuralis: an artificial neural network
package . . . . . . . . . . . . . . . . 25--27
Ken Brodlie and
Jason Wood and
Helen Wright Scientific visualization-some novel
approaches to learning . . . . . . . . . 28--32
P. S. Coe and
L. M. Williams and
R. N. Ibbett An interactive environment for the
teaching of computer architecture . . . 33--35
Ricardo Jiménez-Peris and
Cristóbal Pareja-Flores and
Marta Patiño-Martínez and
J. Ángel Velázquez-Iturbide Graphical visualization of the
evaluation of functional programs . . . 36--38
David Jackson and
Ian G. Morton Algorithm animation of Neural Networks 39--41
Viera K. Proulx and
Richard Rasala and
Harriet Fell Foundations of computer science: what
are they and how do we teach them? . . . 42--48
Blaise W. Liffick and
Robert Aiken A novice programmer's support
environment . . . . . . . . . . . . . . 49--51
Jeffrey J. McConnell Active learning and its use in computer
science . . . . . . . . . . . . . . . . 52--54
David Finkel and
Craig E. Wills Computer supported peer learning in an
introductory computer science course . . 55--56
Ursula Wolz and
Scott Weisgarber and
Daniel Domen and
Michael McAuliffe Teaching introductory programming in the
multi-media world . . . . . . . . . . . 57--59
Mark Woodman and
Simon Holland From software user to software author:
an initial pedagogy for introductory
object-oriented computing . . . . . . . 60--62
David Mutchler and
Cary Laxer Using multimedia and GUI programming in
CS 1 . . . . . . . . . . . . . . . . . . 63--65
Thomas L. Naps Algorithm visualization served off the
World Wide Web: why and how . . . . . . 66--71
Susan H. Rodger Integrating animations into courses . . 72--74
Judith Wilson and
Robert Aiken and
Irvin Katz Review of animation systems for
algorithm understanding . . . . . . . . 75--77
Eric Roberts Tools for creating portable
demonstration programs . . . . . . . . . 78--80
C. J. Pilgrim and
Y. K. Leung Appropriate use of the Internet in
computer science courses . . . . . . . . 81--86
Pamela B. Lawhead and
Kathryn F. Gates Managing the development of a Web-based
project . . . . . . . . . . . . . . . . 87--89
V. E. Veraart and
S. L. Wright Using CD-ROMs and local Web pages to
provide course materials for
distance-students . . . . . . . . . . . 90--92
David M. Arnow and
Dayton Clark Extending the conversation: integrating
email and Web technology in CS
programming classes . . . . . . . . . . 93--95
José Eduardo Pina Miranda and
Jorge Sousa Pinto Using Internet technology for course
support . . . . . . . . . . . . . . . . 96--100
G. Scott Owen Integrating World Wide Web technology
into undergraduate education . . . . . . 101--103
D. Siviter Computer assistance for managing
educational resources and managing
collaborative educational processes . . 104--106
Catherine M. Beise Integrating Internet tools into the soft
side of informatics education . . . . . 107--108
Helen Sharp and
Pat Hall A multi-media approach to providing
software project experience for
postgraduate students . . . . . . . . . 109--115
Paul Marsden and
Mark O'Connell MuPMoTT: a multimedia based tool
supporting the teaching of process
modelling within a framework of
structured system analysis . . . . . . . 116--118
Ainslie E. Ellis Design, implementation and testing
techniques for multimedia industrial
experience projects . . . . . . . . . . 119--121
Linda Carswell and
David Benyon An adventure game approach to multimedia
distance education . . . . . . . . . . . 122--124
Nguyen Vi Cao and
Atika Laribi and
Michel Léonard and
Olivier Parchet and
Catherine Zellweger Integrating CSCW in a cooperative
learning environment to teach
information systems . . . . . . . . . . 125--129
Mary J. Granger and
Joyce Currie Little Integrating CASE tools into the CS/CIS
curriculum . . . . . . . . . . . . . . . 130--132
Krzysztof Goczyla and
Stanis\law Szejko Software quality lab in the informatics
option of Gdañsk TU electronics faculty 133--135
Margaret M. McManus Gathering together through groupware in
an MA program . . . . . . . . . . . . . 136--138
David Jones Computing by distance education:
problems and solutions . . . . . . . . . 139--146
Pete Thomas and
Linda Carswell and
Marian Petre and
Barbara Poniatowska and
Blaine Price and
Judy Emms Distance education over the Internet . . 147--149
James E. Miller Mistakes to avoid in the introduction of
compressed video . . . . . . . . . . . . 150--152
K. Maly and
C. Wild and
C. M. Overstreet and
H. Abdel-Wahab and
A. Gupta and
A. Youssef and
E. Stoica and
R. Talla and
A. Prabhu Interactive remote instruction: initial
experiences . . . . . . . . . . . . . . 153--155
E. Luque and
J. Sorribes and
R. Suppi and
E. Cesar and
J. L. Falguera and
M. Serrano Parallel systems development in
education: a guided method . . . . . . . 156--158
Jan Kwiatkowski and
Marek Andruszkiewicz and
Emilio Luque and
Tomas Margalef and
Jose Cunha and
João Lourenço and
Henryk Krawczyk and
Stanis\law Szejko Teaching parallel processing:
development of curriculum and software
tools . . . . . . . . . . . . . . . . . 159--161
Willis F. Marti and
Udo W. Pooch and
John A. Hamilton, Jr. PACKET tracing: a new paradigm for
teaching computer network courses . . . 162--164
Margaret M. McManus and
Catherine M. Beise and
John A. Cross and
John Saunders and
Michael B. Twidale Challenges of using groupware to teach
groupware . . . . . . . . . . . . . . . 165--166
Deborah Knox and
Ursula Wolz and
Daniel Joyce and
Elliot Koffman and
Joan Krone and
Atika Laribi and
J. Paul Myers and
Viera K. Proulx and
Kenneth A. Reek Use of laboratories in computer science
education: guidelines for good practice:
report of the working group on computing
laboratories . . . . . . . . . . . . . . 167--181
Elizabeth S. Adams and
Linda Carswell and
Amruth Kumar and
Jeanine Meyer and
Ainslie Ellis and
Patrick Hall and
John Motil Interactive multimedia pedagogies.
Report of the Working Group on
Interactive Multimedia Pedagogy . . . . 182--191
Joe Bergin and
Ken Brodlie and
Michael Goldweber and
Ricardo Jiménez-Peris and
Sami Khuri Marta Patiño-Martínez and
Myles McNally and
Tom Naps and
Susan Rodger and
Judith Wilson An overview of visualization: its use
and design. Report of the Working Group
on Visualization . . . . . . . . . . . . 192--200
Vicki L. Almstrum and
Nell Dale and
Anders Berglund and
Mary Granger and
Joyce Currie Little and
Diane M. Miller and
Marian Petre and
Paul Schragger and
Fred Springsteel Evaluation: turning technology from toy
to tool: report of the working group on
evaluation . . . . . . . . . . . . . . . 201--217
Stephen Hartley and
Jill Gerhardt-Powals and
David Jones and
Colin McCormack and
M. Dee Medley and
Blaine Price and
Margaret Reek and
Marguerite K. Summers Enhancing teaching using the Internet:
report of the working group on the World
Wide Web as an interactive teaching
resource . . . . . . . . . . . . . . . . 218--228
Elizabeth S. Adams Teaching with technology at my
fingertips . . . . . . . . . . . . . . . 229
Joan Batlle and
Joan Mart\`\i and
Llu\`\is Pacheco A built-in educational platform for
integrating computer engineering
technologies . . . . . . . . . . . . . . 229
Ricardo Jiménez-Peris and
Marta Patiño-Martínez and
Jesús M. Milán-Franco DD-Mod: a library for teaching
distributed programming . . . . . . . . 229
Bunny J. Tjaden How visual software influences learning
in college students . . . . . . . . . . 229
Michael Goldweber Proposal for an on-line computer science
courseware review . . . . . . . . . . . 230
Joan Krone Using symbolic computation for teaching
data structures and algorithm analysis 230
Alexander Schill Interdisciplinary teleteaching based on
WWW and Internet . . . . . . . . . . . . 230
Harriet G. Taylor Integrating multimedia and
telecommunications laboratory
experiences into teacher education . . . 230
Kathleen Wohlgehagen and
Cathleen Norris Computer-based high school algebra I . . 230
Elena Andreeva and
Igor Gushchin Informatics in an advanced mathematical
high school . . . . . . . . . . . . . . 231
Myles F. McNally Using visualization in teaching data
structures and algorithms . . . . . . . 231
John Motil Desktop teaching: on the students desk 231
John Rosbottom and
Adrian Meads Interactive tutorials on the World Wide
Web . . . . . . . . . . . . . . . . . . 231
J. Ángel Velázquez-Iturbide and
Ana Maria Cosias Rincon and
Nuria Llorente Fernandez An inexpensive programming toolset for
algorithm development . . . . . . . . . 231
Sheila E. Castaneda Windows-based applications in Visual
Basic using project teams . . . . . . . 232
Ricardo Jiménez-Peris and
Marta Patiño-Martínez A Modula-2 interpreter/visualizer . . . 232
Mary Johansen and
Jason Kapusta and
Doug Baldwin Interactive learning with gateway labs 232
Cheng-Chih Wu and
Janet Mei-Chuen Lin and
Guey-Fa Chiou Visualizing recursion and linked lists 232
Kenneth H. Jacker Tkined/scotty: tools for network
documentation, monitoring and
troubleshooting . . . . . . . . . . . . 233
David Jones RCOS.java: an animated operating system
for computer science education . . . . . 233
Najib Nadi Simulation programs for studying
computer organization . . . . . . . . . 233
Colin Pattinson Network management teaching-managing a
simulated network . . . . . . . . . . . 233
Douglas Hainline DATATUTOR: a package for teaching data
representation . . . . . . . . . . . . . 234
Javier Sanchez and
Jordi Vitria ViLi (Vision LISP): a software
environment for teaching image
processing and analysis . . . . . . . . 234
J. Ángel Velázquez-Iturbide HIPE: a Turbo-like environment for
functional programming . . . . . . . . . 234
E. W. Grundke and
Zhengya Zhu Simulator for visualizing data link
layer protocols . . . . . . . . . . . . 235
Darrah Chavey Songs and the analysis of algorithms . . 4--8
Richard T. Denman Derivation of recursive algorithms for
CS2 . . . . . . . . . . . . . . . . . . 9--13
Bruce S. Elenborgen Parallel and distributed algorithms:
laboratory assignments in Joyce/Linda 14--18
James H. Cross II and
Thomas M. Phillips Successfully integrating traditional and
object-oriented approaches with Ada 95 19--23
Kenneth A. Reek Teaching inheritance versus inclusion to
first year computer science students . . 24--26
Eugene Wallingford Toward a first course based on
object-oriented patterns . . . . . . . . 27--31
Mei-Ling Liu and
Lori Blanc On the retention of female computer
science students . . . . . . . . . . . . 32--36
Marian Gunsher Sackrowitz and
Ann Parker Parelius An unlevel playing field: women in the
introductory computer science courses 37--41
Gloria Childress Townsend Viewing video-taped role models improves
female attitudes toward computer science 42--46
Arturo I. Concepcion and
David R. Millican Developing the VLSI laboratory for the
computer architecture course . . . . . . 47--52
Brenda C. Parker and
Peter G. Drexel A system-based sequence of closed labs
for computer systems organization . . . 53--57
R. Mark Meyer CANLOGS: a logic gate simulator for all
seasons . . . . . . . . . . . . . . . . 58--62
Christopher Connelly and
Alan W. Biermann and
David Pennock and
Peter Wu Home-study software: flexible,
interactive, and distributed software
for independent study . . . . . . . . . 63--67
Raymond P. Kirsch Teaching OLE automation: a problem-based
learning approach . . . . . . . . . . . 68--72
Tanya McGill and
Valerie Hobbs A supplementary package for distance
education students studying introductory
programming . . . . . . . . . . . . . . 73--77
Joel C. Adams Object-centered design: a five-phase
introduction to object-oriented
programming in CS1-2 . . . . . . . . . . 78--82
Michael Kölling and
John Rosenberg An object-oriented program development
environment for the first programming
course . . . . . . . . . . . . . . . . . 83--87
Mark Woodman and
Gordon Davies and
Simon Holland The joy of software-starting with
objects . . . . . . . . . . . . . . . . 88--92
Alan Fekete Preparation for research: instruction in
interpreting and evaluating research . . 93--97
Kay G. Schulze and
Frances S. Grodzinsky Teaching ethical issues in computer
science: what worked and what didn't . . 98--101
Mats Daniels and
Judith Gal-Ezer and
Ian Sanders and
G. Joy Teague Teaching computer science: experience
from four continents . . . . . . . . . . 102--106
Sally Jo Cunningham Internet-accessible information
retrieval tools for advanced DB/IR
courses . . . . . . . . . . . . . . . . 107--111
Suzanne W. Dietrich and
Susan D. Urban Database theory in practice: learning
from cooperative group projects . . . . 112--116
Don Goelman The INGRES Tutorial as a tool in
teaching database theory (or, I can't
believe it's not training) . . . . . . . 117--119
Linda Null Applying TQM in the computer science
classroom . . . . . . . . . . . . . . . 120--124
Kenneth A. Reek A software infrastructure to support
introductory computer science courses 125--129
Michael J. Wise YAP3: Improved Detection of Similarities
in Computer Program and Other Texts . . 130--134
Christopher M. Boroni and
Torlief J. Eneboe and
Frances W. Goosey and
Jason A. Ross and
Rockford J. Ross Dancing with DynaLab: endearing the
science of computing to students . . . . 135--139
Clifford A. Shaffer and
Lenwood S. Heath and
Jun Yang Using the Swan Data Structure
Visualization System for Computer
Science Education . . . . . . . . . . . 140--144
Laszlo Szuecs Creating Windows applications using
Borland's OWL classes . . . . . . . . . 145--149
Thomas B. Hilburn Inspections of formal specifications . . 150--154
Henry McLoughlin and
Kevin Hely Teaching formal programming to first
year computer science students . . . . . 155--159
Rhys Price Jones and
Fritz Ruehr and
Richard Salter Web-based laboratories in the
introductory curriculum enhance formal
methods . . . . . . . . . . . . . . . . 160--164
Toby S. Berk A simple student environment for
lightweight process concurrent
programming under SunOs . . . . . . . . 165--169
Bill Bynum and
Tracy Camp After you, Alfonse: a mutual exclusion
toolkit . . . . . . . . . . . . . . . . 170--174
Murray W. Goldberg CALOS: an experiment with computer-aided
learning for operating systems . . . . . 175--179
Mordechai Ben-Ari Using inheritance to implement
concurrency . . . . . . . . . . . . . . 180--184
A. Michael Berman and
Robert C. Duvall Thinking about binary trees in an
object-oriented world . . . . . . . . . 185--189
Michael Kölling and
John Rosenberg Blue --- a language for teaching
object-oriented programming . . . . . . 190--194
Curtis A. Carver and
Richard A. Howard and
William D. Lane A methodology for active,
student-controlled learning: motivating
our weakest students . . . . . . . . . . 195--199
James D. Kiper and
Valerie Cross and
Diane Delisio and
Ann Sobel and
Douglas Troy Perspectives on assessment through
teaching portfolios in computer science 200--203
Harriet J. Fell and
Viera K. Proulx and
John Casey Writing across the computer science
curriculum . . . . . . . . . . . . . . . 204--209
Massood Towhidnejad and
James R. Aman Software engineering emphasis in
advanced courses . . . . . . . . . . . . 210--213
Mary Lou Dorf and
Gerald R. Heuring Nightmare on Westwood Avenue: product
development laboratory: success,
failure, both, neither??? . . . . . . . 214--216
Robert Biddle and
Ewan Tempero Explaining inheritance: a code
reusability perspective . . . . . . . . 217--221
Doug Baldwin Discovery learning in computer science 222--226
Richard A. Howard and
Curtis A. Carver and
William D. Lane Felder's learning styles, Bloom's
taxonomy, and the Kolb learning cycle:
tying it all together in the CS2 course 227--231
Tim DeClue Object-orientation and the principles of
learning theory: a new look at problems
and benefits . . . . . . . . . . . . . . 232--236
R. J. Daigle and
Michael V. Doran and
J. Harold Pardue Integrating collaborative problem
solving throughout the curriculum . . . 237--241
Renée A. McCauley and
Ursula Jackson and
Bill Manaris Documentation standards in the
undergraduate computer science
curriculum . . . . . . . . . . . . . . . 242--246
Charles Reynolds and
Christopher Fox Requirements for a computer science
curriculum emphasizing information
technology: subject area curriculum
issues . . . . . . . . . . . . . . . . . 247--251
Richard F. Gilberg and
Behrouz A. Forouzan Comparison of student success in Pascal
and C-language curriculums . . . . . . . 252--255
David Ginat Efficiency of algorithms for programming
beginners . . . . . . . . . . . . . . . 256--260
Adam Brooks Webber The Pascal Trainer . . . . . . . . . . . 261--265
David H. Hutchens and
Elizabeth E. Katz Using iterative enhancement in
undergraduate software engineering
courses . . . . . . . . . . . . . . . . 266--270
Ann E. Kelley Sobel Experience integrating a formal method
into a software engineering course . . . 271--274
V. E. Veraart and
S. L. Wright Supporting software engineering
education with a local Web site . . . . 275--279
Tomohiro Nishida and
Akinori Saitoh and
Yoshihiro Tsujino and
Nobuki Tokura Lecture supporting system by using
e-mail and WWW . . . . . . . . . . . . . 280--284
John T. Paxton Webucation: using the Web as a classroom
tool . . . . . . . . . . . . . . . . . . 285--289
David Carlson and
Mark Guzdial and
Colleen Kehoe and
Viren Shah and
John Stasko WWW interactive learning environments
for computer science education . . . . . 290--294
Alan Fekete and
Antony Greening Designing closed laboratories for a
computer science course . . . . . . . . 295--299
Stephen N. Freund and
Eric S. Roberts Thetis: an ANSI C programming
environment designed for introductory
use . . . . . . . . . . . . . . . . . . 300--304
Thomas L. Naps and
Jeremy Stenglein Tools for visual exploration of scope
and parameter passing in a programming
languages course . . . . . . . . . . . . 305--309
Catherine C. Bareiss A semester project for CS1 . . . . . . . 310--314
Martin L. Barrett Emphasizing design in CS1 . . . . . . . 315--318
Todd J. Feldman and
Julie D. Zelenski The quest for excellence in designing
CS1/CS2 assignments . . . . . . . . . . 319--323
Anthony C. L. Barnard and
Barrett R. Bryant and
Warren T. Jones and
Kevin D. Reilly A computer science undergraduate
specialization in telecommunications and
computer networking . . . . . . . . . . 324--328
Terry Grygiel and
Aaron Myers and
Greg Arnold and
William Breen Protocols and network architecture: a
first course in data communications and
computer networks . . . . . . . . . . . 329--332
Chris McDonald User-level distributed file systems
projects . . . . . . . . . . . . . . . . 333--337
Susan S. Brilliant and
Timothy R. Wiseman The first programming paradigm and
language dilemma . . . . . . . . . . . . 338--342
Chuck Leska and
John Barr and
L. A. Smith King Multiple paradigms in CS I . . . . . . . 343--347
Amruth N. Kumar Fork diagrams for teaching selection in
CS I . . . . . . . . . . . . . . . . . . 348--352
Carl Erickson The EOS laboratory environment for a
course in operating systems . . . . . . 353--357
David A. Goldman and
Richard R. Eckert and
Maxine S. Cohen Three-dimensional computation
visualization for computer graphics
rendering algorithms . . . . . . . . . . 358--362
Harry F. Smith and
Patrick Plusnick and
Mark Sarojak and
William Seitz Image processing as an exemplar of
parallelism applied to graphics . . . . 363--367
Sue Fitzgerald and
Mary Lou Hines The computer science fair: an
alternative to the computer programming
contest . . . . . . . . . . . . . . . . 368--372
Susan H. Rodger and
Ellen L. Walker Activities to attract high school girls
to computer science . . . . . . . . . . 373--377
Martina Schollmeyer Computer programming in high school vs.
college . . . . . . . . . . . . . . . . 378--382
L. Wittenberg Using Literate Programming Notation in
Introductory Programming Courses . . . . 437--437
Jarrell C. Grout and
Robert G. Strader and
John B. Hanks Essential C++ . . . . . . . . . . . . . 3--14
John A. N. Lee History in the computer science
curriculum . . . . . . . . . . . . . . . 15--20
Tony Greening Teaching and learning essential computer
science skills: the UNIX example . . . . 21--24
John Minor Ross Learning to teach C++ . . . . . . . . . 25--30
Dan Resler The Prisoner's Dilemma Tournament
revisited . . . . . . . . . . . . . . . 31--36
Giora Baram and
Munir Mandviwalla Use of computer conferencing in teaching
systems analysis and design . . . . . . 37--39
Kenneth M. Dawson-Howe Automatic submission and administration
of programming assignments . . . . . . . 40--42
Bernard John Poole and
Timothy S. Meyer Implementing a set of guidelines for CS
majors in the production of program code 43--48
Curtis R. Cook A computer science freshman orientation
course . . . . . . . . . . . . . . . . . 49--55
D. H. Bell Teaching virtual reality . . . . . . . . 56--61
Howard Blum Internet connection for Web access: an
example for performance modeling and
simulation . . . . . . . . . . . . . . . 62--64
Kenneth M. Dawson-Howe Organization of final year projects . . 2--4
Michael J. Bradley Analyzing multi-phase searching
algorithms . . . . . . . . . . . . . . . 5--8
Robert A. Campbell Introducing computer concepts by
simulating a simple computer . . . . . . 9--11
M. D. Evans A new emphasis & pedagogy for a CS1
course . . . . . . . . . . . . . . . . . 12--16
Leon E. Winslow Programming pedagogy --- a psychological
overview . . . . . . . . . . . . . . . . 17--22
Mark Fienup Rethinking the CS-2 course with an
object-oriented focus . . . . . . . . . 23--25
Marsha Zaidman C++ dynamic arrays vs. linked lists . . 26--28
Michael Mitzenmacher Designing stimulating programming
assignments for an algorithms course: a
collection of exercises based on random
graphs . . . . . . . . . . . . . . . . . 29--36
Marcin Paprzycki and
Janusz Zalewski Shaping the focus of the undergraduate
curriculum . . . . . . . . . . . . . . . 37--44
Frederick Hosch Java as a First Language: an Evaluation 45--50
F. Hosch Java as a first language: an evaluation 45--50
Mordechai Ben-Ari Structure exits, not loops . . . . . . . 51
Tony Greening Command-line usage in a programming exam 55--59
Lawrence A. Coon A sequence of lab exercises for an
introductory compiler construction
course . . . . . . . . . . . . . . . . . 60--64
R. Aiken and
G. Ingargiola and
J. Wilson and
D. Kumar and
R. Thomas Lessons learned: tips from conducting an
NSF faculty enhancement workshop . . . . 3--7
Mahmoud Boufaida What courseware dedicated to computer
science? . . . . . . . . . . . . . . . . 8--14
Margaret M. Reek and
Kenneth A. Reek An electronic class photo album . . . . 15--18
Joan Krone Using symbolic computation for teaching
data structures and algorithm analysis 19--24
Jean Scafide A first course in C++ and object
oriented programming . . . . . . . . . . 25--32
Leslie D. Fife and
Gopal Racherla and
Steven E. Killian Graduate assistant usage in Oklahoma
graduate computer science programs . . . 33--35
Joel C. Adams Knowing your roots: object-oriented
binary search trees revisited . . . . . 36--40
Erkki Mäkinen Programming projects on chess . . . . . 41--44
Karen A. Lemone and
Walter Ching Easing into C++: experiences with RoBOTL 45--49
Margaret Anne Pierce and
John W. Henry Computer ethics and social issues case
analysis: an environmental algorithm . . 50--54
David G. Kay Bandwagons considered harmful, or the
past as prologue in curriculum change 55--58
Ki-Sang Song Teaching software engineering through
real-life projects to bridge school and
industry . . . . . . . . . . . . . . . . 59--64
Laurie H. Werth Getting started with computer ethics . . 1--5
Kay G. Schulze and
Frances S. Grodzinsky Teaching ethical and social issues in
CS1 and CS2 . . . . . . . . . . . . . . 6--9
Jane Turk and
Samuel J. Wiley Teaching social and ethical issues in
the literacy course . . . . . . . . . . 10--14
Susan H. Rodger and
Anna O. Bilska and
Kenneth H. Leider and
Magdalena Procopiuc and
Octavian Procopiuc and
Jason R. Salemme and
Edwin Tsang A collection of tools for making
automata theory and formal languages
come alive . . . . . . . . . . . . . . . 15--19
T. Dean Hendrix and
Larry A. Barowski and
James H. Cross II A visual development environment for
multi-lingual curricula . . . . . . . . 20--24
John T. Stasko Using student-built algorithm animations
as learning aids . . . . . . . . . . . . 25--29
Harriet J. Fell and
Viera K. Proulx Exploring Martian planetary images: C++
exercises for CS1 . . . . . . . . . . . 30--34
Richard Rasala Function objects, function templates,
and passage by behavior in C++ . . . . . 35--38
Richard E. Pattis Teaching OOP in C++ using an artificial
life framework . . . . . . . . . . . . . 39--43
Thomas D. Wagner and
Eugene K. Ressler A practical approach to reinforcing
concepts in introductory operating
systems . . . . . . . . . . . . . . . . 44--47
Murray W. Goldberg CALOS: first results from an experiment
in computer-aided learning for operating
systems . . . . . . . . . . . . . . . . 48--52
Mark A. Holliday System calls and interrupt vectors in an
operating systems course . . . . . . . . 53--57
Allen Parrish and
David Cordes and
Cynthia Lester and
Deanne Moore Assessing computer usage patterns in a
software development course . . . . . . 58--62
Tony Greening Examining student learning of computer
science . . . . . . . . . . . . . . . . 63--66
Harriet Taylor The evolution of standards for
accrediting computer science teacher
preparation programs . . . . . . . . . . 67--71
Richard Rasala A model C++ tree iterator class for
binary search trees . . . . . . . . . . 72--76
John Rosenberg and
Michael Kölling Testing object-oriented programs: making
it simple . . . . . . . . . . . . . . . 77--81
Adair Dingle The object-ownership model: a case study
for inheritance and operator overloading 82--86
Curtis R. Cook CS0: computer science orientation course 87--91
Roy J. Daigle and
Marino J. Niccolai Inter-class synergy by design . . . . . 92--95
Ryan McFall and
Gordon Stegink Introductory computer science for
general education: laboratories,
textbooks, and the Internet . . . . . . 96--100
Danielle R. Bernstein Computing, diversity and community:
fostering the computing culture . . . . 101--105
Allan Fisher and
Jane Margolis and
Faye Miller Undergraduate women in computer science:
experience, motivation and culture . . . 106--110
Judy Brown and
Peter Andreae and
Robert Biddle and
Ewan Tempero Women in introductory computer science:
experience at Victoria University of
Wellington . . . . . . . . . . . . . . . 111--115
Sub Ramakrishnan and
B. Madhu Rao Classroom projects on database
connectivity and the Web . . . . . . . . 116--120
Susan D. Urban and
Suzanne W. Dietrich Integrating the practical use of a
database product into a theoretical
curriculum . . . . . . . . . . . . . . . 121--125
Suzanne W. Dietrich and
Eric Eckert and
Kevin Piscator WinRDBI: a Windows-based relational
database educational tool . . . . . . . 126--130
Simon Holland and
Robert Griffiths and
Mark Woodman Avoiding object misconceptions . . . . . 131--134
Dale A. Schoenefeld Object-oriented design and programming:
an Eiffel, C++, and Java course for C
programmers . . . . . . . . . . . . . . 135--139
Nick Parlante Teaching with object oriented libraries 140--144
J. Denbigh Starkey and
Ray S. Babcock and
Anne S. DeFrance An accelerated introductory computer
science course sequence for
non-traditional Master's students . . . 145--149
L. A. Smith King and
John Barr Computer science for the artist . . . . 150--153
David L. Spooner and
Michael Skolnick Science and engineering case studies in
introductory computing courses for
non-majors . . . . . . . . . . . . . . . 154--158
John S. Mallozzi Binary trees á la STL . . . . . . . . . . 159--163
Mark Allen Weiss Experiences teaching data structures
with Java . . . . . . . . . . . . . . . 164--168
Richardo Jiménez-Peris and
Cristóbal Pareja-Flores and
Marta Patiño-Martínez and
J. Ángel Velázquez-Iturbide The locker metaphor to teach dynamic
memory . . . . . . . . . . . . . . . . . 169--173
Douglas S. Reeves A course on multimedia technology for
computer science and computer
engineering students . . . . . . . . . . 174--178
Martin H. Levin A prototype for a data communications
laboratory . . . . . . . . . . . . . . . 179--183
Eyal Shifroni and
David Ginat Simulation game for teaching
communications protocols . . . . . . . . 184--188
Ronald Curtis A Web based configuration control system
for team projects . . . . . . . . . . . 189--193
Lucio C. Tinoco and
N. Dwight Barnette and
Edward A. Fox Online evaluation in WWW-based
courseware . . . . . . . . . . . . . . . 194--198
Rockford J. Ross and
Christopher M. Boroni and
Frances W. Goosey and
Michael Grinder and
Paul Wissenbach WebLab! A universal and interactive
teaching, learning, and laboratory
environment for the World Wide Web . . . 199--203
Goefrey Holmes and
Tony C. Smith Adding some spice to CS1 curricula . . . 204--208
Henry M. Walker Collaborative learning: a case study for
CS1 at Grinnell College and Austin . . . 209--213
Roy P. Pargas and
Joe C. Lundy and
John N. Underwood Tournament play in CS1 . . . . . . . . . 214--218
Chris McDonald and
Kamran Kazemi Improving the PVM teaching environment 219--223
Helmar Burkhart Parallel programming using public domain
software . . . . . . . . . . . . . . . . 224--228
Eric Dillon and
Carlos Gamboa Dos Santos and
Jacques Guyard Teaching an engineering approach for
network computing . . . . . . . . . . . 229--232
Owen Astrachan and
Robert Smith and
James Wilkes Application-based modules using
apprentice learning for CS 2 . . . . . . 233--237
Joseph L. Zachary The gestalt of scientific programming:
problem, model, method, implementation,
assessment . . . . . . . . . . . . . . . 238--242
David Jackson and
Andrew Fovargue The use of animation to explain genetic
algorithms . . . . . . . . . . . . . . . 243--247
Marta Patiño-Martínez and
J. Ignacio Castelló-Gómez and
Ricardo Jiménez-Peris AnLex and AnSin: a compiler generator
system for beginners . . . . . . . . . . 248--252
Christopher T. Haynes Compiling: a high-level introduction
using Scheme . . . . . . . . . . . . . . 253--257
Max Hailperin Introducing fixed-point iteration early
in a compiler course . . . . . . . . . . 258--261
Ben A. Calloni and
Donald J. Bagert and
H. Paul Haiduk Iconic programming proves effective for
teaching the first year programming
sequence . . . . . . . . . . . . . . . . 262--266
Mike Livesey STAMPS: a state-machine based processor
simulator . . . . . . . . . . . . . . . 267--271
Paul Ashton Using interaction networks for
visualization of message passing . . . . 272--276
Thomas B. Hilburn and
Massood Towhidnejad Doing quality work: the role of software
process definition in the computer
science curriculum . . . . . . . . . . . 277--281
Hisham Haddad and
Herbert Tesser and
Steven P. Wartik Megaprogramming Education . . . . . . . 282--286
Michael J. Lutz and
J. Fernando Naveda The road less traveled: a baccalaureate
degree in software engineering . . . . . 287--291
Frances S. Grodzinsky Computer access for students with
disabilities: an adaptive technology
laboratory . . . . . . . . . . . . . . . 292--295
Phil Pfeiffer and
Matt Heintzelman Machines, statues, and people:
strategies for promoting RSI awareness
in computing curricula . . . . . . . . . 296--300
Renée A. McCauley and
Bill Z. Manaris Report on the annual survey of
departments offering
CSAC/CSAB-accredited computer science
degree programs . . . . . . . . . . . . 301--305
Mark J. Sebern Iterative development and commercial
tools in an undergraduate software
engineering course . . . . . . . . . . . 306--309
Martin L. Barrett Simulating requirements gathering . . . 310--314
Bohdan Nebash and
Michael B. Feldman Using HTML linking to help novice
programmers to reuse components . . . . 315--319
James Robergé and
C. R. Carlson Broadening the computer science
curriculum . . . . . . . . . . . . . . . 320--324
Judith Gersting and
Frank H. Young Content + experiences = curriculum . . . 325--329
Anders Berglund and
Mats Daniels Improving education quality, a full
scale study . . . . . . . . . . . . . . 330--334
David Jackson and
Michelle Usher Grading student programs using ASSYST 335--339
Deborah L. Knox On-line publication of CS laboratories 340--344
Mark Woodman and
Robert Griffiths and
Simon Holland and
Andrew Law The object shop-using CD-ROM multimedia
to introduce object concepts . . . . . . 345--349
Kathleen A. Williams Educating the next generation of
information specialists: industry and
university collaborative learning pilot
project . . . . . . . . . . . . . . . . 350--354
Michael C. Mulder and
Doris Lidtke and
Gordon E. Stokes Enterprise enhanced education: an
information technology enabled extension
of traditional learning environments . . 355--359
Ursula Jackson and
Bill Z. Manaris and
Renée A. McCauley Strategies for effective integration of
software engineering concepts and
techniques into the undergraduate
computer science curriculum . . . . . . 360--364
Kamyar Dezhgosha and
Ted Mims and
Richard Wasniowski and
Frances Grodzinsky and
Lawrence J. Osborne and
Dean Sanders and
Herb Dershem Computer networks and data
communications (panel): a laboratory
focus . . . . . . . . . . . . . . . . . 365--366
Robert D. Cupper and
Rhonda Eller-Meshreki and
Gerald Pitts Undergraduate research-welcome to the
21st century . . . . . . . . . . . . . . 367--368
Keith Barker and
Judith Gal-Ezer and
Pam Lawhead and
Kurt Maly and
James E. Miller and
Pete Thomas and
Elizabeth S. Adams Distance education (panel): promise and
reality . . . . . . . . . . . . . . . . 369--370
Peter Wegner and
Eric Roberts and
Roy Rada and
Allen B. Tucker Strategic directions in computer science
education (panel) . . . . . . . . . . . 371--372
David Cordes and
Bruce J. Klein and
Renée A. McCauley and
Linda Null and
Craig E. Wills and
Dorothy Deremer Application of peer learning to the
introductory computer science curriculum
(panel) . . . . . . . . . . . . . . . . 373--374
Michael J. Clancy and
Ed Dubinsky and
Richard A. Duggan and
Marian Petre and
Vicki L. Almstrum and
Mickey McDonald Getting started in CS education research
(panel) . . . . . . . . . . . . . . . . 375--376
Philip Miller and
Kris Stewart and
Klaus Sutner and
Josepyh L. Zachary Exploiting computer algebra systems in
computer science courses (panel) . . . . 377--378
William Joseph Adams and
Edward A. Fox and
Gloria Melara Vides and
Rachelle Heller Defining multimedia courses within a
computer science education (panel) . . . 379--380
J. Daniel Couger and
Gordon B. Davis and
David L. Feinstein and
John T. Gorgone and
Herbert E. Longenecker, Jr. I.S. '97 (panel): a report and panel
discussion of the joint ACM/AIS/DPMA
information systems curriculum for four
year undergraduate programs . . . . . . 381--382
Richard A. Howard and
Lisa Kaczmarczyk and
Frederick Springsteel and
Nell Dale Learning style models and computer
science education (panel) . . . . . . . 383
Elizabeth Freeman and
Susanne Hupfer and
Catherine Lang and
Ralph Morelli and
Domenick J. Pinto and
Frances L. Van Scoy and
Sandra Honda Adams Gender imbalance in computer science
programs, etiology and amelioration
(panel): views for U.S. campuses and
elsewhere . . . . . . . . . . . . . . . 384--385
Jacobo Carrasquel and
Michael J. Clancy and
Eric Roberts and
Joseph L. Zachary and
David G. Kay Managing large introductory courses
(panel) . . . . . . . . . . . . . . . . 386--387
Wayne Spies and
Lee Wittenberg and
Robert Workman and
Baarry Burd Visual programming tools in the C.S.
curriculum (panel) . . . . . . . . . . . 388--389
Janet Kourik Developing critical skills in technical
courses (seminar) . . . . . . . . . . . 390
Joseph L. Zachary A comprehensive approach to teaching
programming to science and engineering
majors (seminar) . . . . . . . . . . . . 391
Fintan Culwin Java in the C.S. curriculum (seminar) 392
J. Philip East and
Eugene Wallingford Pattern-based programming in initial
instruction (seminar) . . . . . . . . . 393
Hossein Saiedian Developing formal specifications via Z
(workshop) . . . . . . . . . . . . . . . 396
Greg C. Lee and
Chen-Chih Wu On teaching computer literacy to future
secondary school teachers . . . . . . . 2--6
Mordechai Ben-Ari and
Kevlin Henney A critique of the advanced placement C++
subset . . . . . . . . . . . . . . . . . 7--10
Ralph F. Grove A proposal for integrated software
engineering education . . . . . . . . . 11--ff.
Gabriela O. de Vivo and
Marco de Vivo and
Germinal Isern E pluribus unum: OOPL selection . . . . 17--ff.
Antonio Brogi A Turing machine contest for introducing
high school students to computer science 23--27
Roy Rada and
James Schoening New standards for educational technology
relevant to multiple ACM SIGs . . . . . 28--30
Sally Jo Cunningham Teaching students to critically evaluate
the quality of Internet research
resources . . . . . . . . . . . . . . . 31--ff.
Grigoris Antoniou A new methodology for teaching default
reasoning . . . . . . . . . . . . . . . 35--38
Hubert A. Johnson Integrating software engineering into
the traditional computer science
curriculum . . . . . . . . . . . . . . . 39--ff.
Gordana Jovanovic-Dolecek FASRS-demo package for Fourier analysis
of stationary random signals . . . . . . 46--53
R. Larmour A survey into the relevance and adequacy
of training in systems analysis and
design . . . . . . . . . . . . . . . . . 54--64
Linda Carswell Teaching via the Internet: the impact of
the Internet as a communication medium
on distance learning introductory
computing students . . . . . . . . . . . 1--5
Tomás Robles and
David Fernández and
Encarna Pastor and
Santiago Alamillo Using multimedia communication
technologies in distance learning . . . 6--7
Douglas D. Dankell II and
James Hearn The use of the WWW to support distance
learning through NTU . . . . . . . . . . 8--10
Martin Hitz and
Stefan Kögeler Teaching C++ on the WWW . . . . . . . . 11--13
Jonathan Berry Improving discrete mathematics and
algorithms curricula with LINK . . . . . 14--20
Achim W. Janser An interactive learning system
visualizing computer graphics algorithms 21--23
E. Rautama and
E. Sutinen and
J. Tarhio Excel as an algorithm animation
environment . . . . . . . . . . . . . . 24--26
E. K. Burke and
D. B. Varley A genetic algorithms tutorial tool for
numerical function optimisation . . . . 27--30
Pamela B. Lawhead A model for the creation of online
courseware . . . . . . . . . . . . . . . 31--36
Dianne Hagan and
Judy Sheard and
Ian Macdonald Monitoring and evaluating a redesigned
first year programming course . . . . . 37--39
Mohsen Beheshti and
Bill Waller Instructional software for closed
laboratories in CS1 . . . . . . . . . . 40--41
Deborah L. Knox Integrating design and simulation into a
computer architecture course . . . . . . 42--44
C. J. Pilgrim and
Y. K. Leung and
D. D. Grant Cost effective multimedia courseware
development . . . . . . . . . . . . . . 45--50
Stefan Biffl and
Thomas Grechenig Teaching software engineering and
project management to 300 participants
without drain of quality or intensity 51--53
Carl Erickson and
Paul Leidig A pedagogical pattern for bringing
service into the curriculum via the Web 54--56
Frank Wester and
Marleen Sint and
Peter Kluit Visual programming with Java; an
alternative approach to introductory
programming . . . . . . . . . . . . . . 57--58
Thomas L. Naps Algorithm visualization on the World
Wide Web --- the difference Java makes! 59--61
Mordechai Ben-Ari Distributed algorithms in Java . . . . . 62--64
K. Coninx and
B. Daems and
F. Van Reeth and
E. Flerackers Design and realization of an interactive
multimedia server in education . . . . . 65--70
Michael W. Dixon and
Tanya J. McGill and
Johan M. Karlsson Using a network simulation package to
teach the client-server model . . . . . 71--73
Viera K. Proulx Recursion and grammars for CS2 . . . . . 74--76
Michael B. Feldman and
Bruce D. Bachus Concurrent programming CAN be introduced
into the lower-level undergraduate
curriculum . . . . . . . . . . . . . . . 77--79
Jacqueline Taylor Using online seminars to demonstrate the
social psychological impacts of
computer-mediated communication systems 80--84
Anita Jawary and
Christiana Birchak and
Susan Strack Vargo International initiative . . . . . . . . 85--87
Jacob Palme and
Sirkku Männikö Use of computer conferencing to teach a
course on humans and computers . . . . . 88--90
Michael E. Houle Ethics, programming, and virtual
environments . . . . . . . . . . . . . . 91--93
Blaine Price and
Marian Petre Teaching programming through paperless
assignments: an empirical evaluation of
instructor feedback . . . . . . . . . . 94--99
John Rosbottom Computer managed, open question, open
book assessment . . . . . . . . . . . . 100--102
Ursula Wolz and
Daniel Domen and
Michael McAuliffe Multi-media integrated into CS 2: an
interactive children's story as a
unifying class project . . . . . . . . . 103--110
Dimitrios Theotokis and
George Gyftodimos and
Panagiotis Georgiadis and
George Philokyprou VIBDaST: a virtual interactive book as a
data structures teaching aid . . . . . . 111--113
Robert Moser A fantasy adventure game as a learning
environment: why learning to program is
so difficult and what can be done about
it . . . . . . . . . . . . . . . . . . . 114--116
V. Meisalo and
E. Sutinen and
J. Tarhio CLAP: teaching data structures in a
creative way . . . . . . . . . . . . . . 117--119
Dawn Cizmar CS student research experience applied
to developing instructional technology 120--126
Murray W. Goldberg WebCT and first year: student reaction
to and use of a Web-based resource in
first year computer science . . . . . . 127--129
Pekka Makkonen Does collaborative hypertext support
better engagement in learning of the
basics in informatics? . . . . . . . . . 130--132
Ljubomir Jerinic and
Vladan Devedzic OBOA model of explanation module in
intelligent tutoring shell . . . . . . . 133--135
Marie-Mich\`ele Boulet Distance learning of the management of
software projects . . . . . . . . . . . 136--138
Hal Berghel and
Cathleen Norris and
Elliot Soloway and
Harriet Taylor and
Joe Turner You learned all you need to design
educational software design in
kindergarten (panel) . . . . . . . . . . 139
Barbara Boucher Owens and
Shirley Booth and
Marian Petre and
Anders Berglund Changing computer science curricula
(panel): planning for the future . . . . 139--140
Nan C. Schaller and
Michael Berman and
Judith Bishop and
Paddy Nixon and
Evelyn Rozanski and
Peter Welch Using Java in computer science education
(panel) . . . . . . . . . . . . . . . . 140--142
Deborah L. Knox and
Daniel T. Joyce Designing laboratory materials for
computing courses (panel) . . . . . . . 143
Thomas Naps Using the WWW as the delivery mechanism
for interactive, visualization-based
instructional modules (panel) . . . . . 143
Mary J. Granger and
Joyce Currie Little Using IT to integrate societal and
ethical issues in the CS/IS curriculum
(panel) . . . . . . . . . . . . . . . . 144
Pamela B. Lawhead The Web and distance learning (panel):
what is appropriate and what is not . . 144
Marian Petre and
Douglas Siviter Harnessing technology for effective
inter/intra-institutional collaboration
(panel) . . . . . . . . . . . . . . . . 145
Ursula Wolz and
Jacob Palme Computer mediated communication in
collaborative educational settings
(panel) . . . . . . . . . . . . . . . . 145
John Impagliazzo and
Michael Goldweber Perspectives on innovations in the
computing curriculum (panel) . . . . . . 146
Richard Rasala Design issues in computer science
education . . . . . . . . . . . . . . . 4--7
C. Dianne Martin What is computer ethics? . . . . . . . . 8--9
Don Gotterbarn An ``off by one'' error . . . . . . . . 10--11
John A. N. Lee History in the computer science
curriculum . . . . . . . . . . . . . . . 12--13
Tony Clear Coupling and cohesion among disciplines:
some curriculum paradigms . . . . . . . 14--16
John T. Gorgone and
Gordon Davis and
J. Daniel Couger and
David L. Feinstein and
Herbert E. Longenecker, Jr. Model undergraduate curriculum
guidelines for I.S. programs . . . . . . 16--17
Janet Hartman Undergraduate education and the National
Science Foundation . . . . . . . . . . . 18--19
Renée A. McCauley Computer science education links . . . . 19--20
Deborah L. Knox Enhancing accessibility of lab materials 20--21
Henry M. Walker A racquetball or volleyball simulation 22--23
Judith L. Gersting and
Frank H. Young Project-after they are finished . . . . 24
Tony Clear The nature of cognition and action . . . 25--29
Paul Addison Teaching computer science without a
computer . . . . . . . . . . . . . . . . 30--33
Doug Baldwin Finding a place for computer-equipped
lectures in a lab-rich environment . . . 34--37
David Barnes Students Asking Questions: Facilitating
Questioning Aids Understanding and
Enhances Software Engineering Skills . . 38--41
Philip M. Dorin Practice + paradigms: experience with a
first-year programming workshop . . . . 42--44
José M. Pérez Villadeamigo and
Santiago Rodríguez de la Fuente and
Rafael Méndez Cavanillas and
M. Isabel García Clemente The em88110: emulating a superscalar
processor . . . . . . . . . . . . . . . 45--50
Ronald J. Leach Some experiences using the Internet for
a software development project . . . . . 51--53
P. A. Macpherson A technique for student program
submission on UNIX systems . . . . . . . 54--56
Ann Q. Gates and
Vladik Kreinovich Why is a function defined as set of
ordered pairs? . . . . . . . . . . . . . 57
Paloma Díz and
Ignacio Aedo A hypermedia course in Spanish
informatics engineering . . . . . . . . 58--61
Owen L. Astrachan and
Gail Chapman and
Susan H. Rodger and
Mark Allen Weiss The reasoning for the advanced placement
C++ subset . . . . . . . . . . . . . . . 62--65
Mathew J. Palakal and
Frederick W. Myers and
Carla L. Boyd An interactive learning environment for
breadth-first computing science
curriculum . . . . . . . . . . . . . . . 1--5
David Reed Incorporating problem-solving patterns
in CS1 . . . . . . . . . . . . . . . . . 6--9
Joel C. Adams Chance-It: an object-oriented capstone
project for CS-1 . . . . . . . . . . . . 10--14
Renée McCauley and
Bill Manaris Computer science degree programs: what
do they look like? A report on the
annual survey of accredited programs . . 15--19
Bill Toll The distributed course --- a curriculum
design paradigm . . . . . . . . . . . . 20--24
Robert D. Cupper Computer science: a proposed alternative
track-applied computing . . . . . . . . 25--29
Arturo I. Concepcion Using an object-oriented software
life-cycle model in the software
engineering course . . . . . . . . . . . 30--34
Adair Dingle and
David Umphress and
Russ Moul Explication of object-oriented
databases: a software engineering
perspective . . . . . . . . . . . . . . 35--39
E. E. Villarreal and
Dennis Butler Giving computer science students
real-world experience . . . . . . . . . 40--44
Seth Bergmann Using inheritance for computing with
physical quantities: an
interdisciplinary project . . . . . . . 45--47
Viera K. Proulx Traffic simulation: a case study for
teaching object oriented design . . . . 48--52
Herbert L. Dershem and
James Vanderhyde Java class visualization for teaching
object-oriented concepts . . . . . . . . 53--57
Gloria Childress Townsend Turning liabilities into assets in a
general education course . . . . . . . . 58--62
Daniel Joyce The computer as a problem solving tool:
a unifying view for a non-majors course 63--67
Chaya Gurwitz The Internet as a motivating theme in a
math/computer core course for nonmajors 68--72
S. M. Haller and
T. V. Fossum Retaining women in CS with accessible
role models . . . . . . . . . . . . . . 73--76
William Haliburton and
Mack Thweatt and
Nancy J. Wahl Gender differences in personality
components of computer science students:
a test of Holland's congruence
hypothesis . . . . . . . . . . . . . . . 77--81
Greg Scragg and
Jesse Smith A study of barriers to women in
undergraduate computer science. . . . . 82--86
Lewis Barnett and
Joseph F. Kent and
Justin Casp and
David Green Design and implementation of an
interactive tutorial framework . . . . . 87--91
David Cole and
Roger Wainwright and
Dale Schoenefeld Using Java to develop Web based
tutorials . . . . . . . . . . . . . . . 92--96
Yuan Zhao and
John Lowther and
Ching-Kuang Shene A tool for teaching curve design . . . . 97--101
Bob Barr and
Sung Yoo and
Tom Cheatham Network monitoring system design . . . . 102--106
Billy B. L. Lim Teaching Web development technologies in
CS/IS curricula . . . . . . . . . . . . 107--111
Linda B. Lankewicz Resources for teaching computer networks 112--116
David G. Kay Computer scientists can teach writing:
an upper division course for computer
science majors . . . . . . . . . . . . . 117--120
Wing-Ning Li Towards a hierarchical design and
integration of programming projects . . 121--125
Urban Nuldén The ExCon project: advocating continuous
examination . . . . . . . . . . . . . . 126--130
David G. Kay Large introductory computer science
classes: strategies for effective course
management . . . . . . . . . . . . . . . 131--134
Mark J. Canup and
Russell L. Shackelford Using software to solve problems in
large computing courses . . . . . . . . 135--139
David V. Mason and
Denise M. Woit Integrating technology into computer
science examinations . . . . . . . . . . 140--144
Christopher M. Boroni and
Frances W. Goosey and
Michael T. Grinder and
Rockford J. Ross A paradigm shift! The Internet, the Web,
browsers, Java and the future of
computer science education . . . . . . . 145--152
Owen Astrachan and
Garrett Mitchener and
Geoffrey Berry and
Landon Cox Design patterns: an essential component
of CS curricula . . . . . . . . . . . . 153--160
Janet M. Drake Class to survey application programming
topics . . . . . . . . . . . . . . . . . 161--165
Guy Tremblay An undergraduate course in formal
methods: ``description is our business'' 166--170
Daniel Nachbar Bringing real-world software development
into the classroom: a proposed role for
public software in computer science
education . . . . . . . . . . . . . . . 171--175
Rebecca Mercuri and
Nira Herrmann and
Jeffrey Popyack Using HTML and JavaScript in
introductory programming courses . . . . 176--180
Donald H. Beil and
Donna Lange and
Elissa Olsen and
Anthony Spiecker Incoming freshmen build their own PCs 181--184
Uta Ziegler Extending an iterator model for binary
trees to backtracking problems . . . . . 185--189
Christine Shannon LongNbrs and palindromes: an interesting
application of a class . . . . . . . . . 190--193
Judy Kay and
Bob Kummerfeld A problem-based interface design and
programming course . . . . . . . . . . . 194--197
Matthew C. Clarke Teaching the empirical approach to
designing human-computer interaction via
an experiential group project . . . . . 198--201
Francesc J. Ferri and
Jesús Albert Average-case analysis in an elementary
course on algorithms . . . . . . . . . . 202--206
Michael T. Goodrich and
Roberto Tamassia Teaching the analysis of algorithms with
visual proofs . . . . . . . . . . . . . 207--211
Barry L. Kurtz and
Chinhyun Kim and
Jamal Alsabbagh Parallel computing in the undergraduate
curriculum . . . . . . . . . . . . . . . 212--216
José C. Cunha and
João Lourenço An integrated course on parallel and
distributed processing . . . . . . . . . 217--221
Herbert L. Dershem and
Peter Brummund Tools for Web-based sorting animation 222--226
M. A. Egan and
M. Krishnamoorthy and
K. Rajan FCLUST: a visualization tool for fuzzy
clustering . . . . . . . . . . . . . . . 227--231
Sami Khuri and
Yanti Sugono Animating parsing algorithms . . . . . . 232--236
Barry L. Kurtz and
Hong Cai and
Chris Plock and
Xijia Chen A concurrency simulator designed for
sophomore-level instruction . . . . . . 237--241
Chin-Kuang Shene Multithreaded programming in an
introduction to operating systems course 242--246
Stephen J. Hartley ``Alfonse, your Java is ready!'' . . . . 247--251
Timothy J. Long and
Bruce W. Weide and
Paolo Bucci and
David S. Gibson and
Joe Hollingsworth and
Murali Sitaraman and
Steve Edwards Providing intellectual focus to CS1/CS2 252--256
Mordechai Ben-Ari Constructivism in computer science
education . . . . . . . . . . . . . . . 257--261
Jeff Matocha and
Tracy Camp and
Ralph Hooper Extended analogy: an alternative lecture
method . . . . . . . . . . . . . . . . . 262--266
Willard C. Pierson and
Susan H. Rodger Web-based animation of data structures
using JAWAA . . . . . . . . . . . . . . 267--271
Raghvinder S. Sangwan and
James F. Korsh and
Paul S. LaFollette, Jr. A system for program visualization in
the classroom . . . . . . . . . . . . . 272--276
Thomas L. Naps and
Eric Bressler A multi-windowed environment for
simultaneous visualization of related
algorithms on the World Wide Web . . . . 277--281
Bunny J. Tjaden Do lab modules in CS actually help
students?: an empirical study . . . . . 282--286
Brian Toothman and
Russell Shackelford The effects of partially-individualized
assignments on subsequent student
performance . . . . . . . . . . . . . . 287--291
Cheng-Chih Wu and
Nell B. Dale and
Lowell J. Bethel Conceptual models and cognitive learning
styles in teaching recursion . . . . . . 292--296
Sohail Aslam WEB-based query processing in a database
course project . . . . . . . . . . . . . 297--301
Andrew Yang and
James Linn and
David Quadrato Developing integrated Web and database
applications using JAVA applets and JDBC
drivers . . . . . . . . . . . . . . . . 302--306
Antonija Mitrovic Learning SQL with a computerized tutor 307--311
Gary Lewandowski and
Amy Morehead Computer science through the eyes of
dead monkeys: learning styles and
interaction in CS I . . . . . . . . . . 312--316
Owen Astrachan and
Susan H. Rodger Animation, visualization, and
interaction in CS 1 assignments . . . . 317--321
Lily Hou and
James Tomayko Applying the personal software process
in CS1: an experiment . . . . . . . . . 322--325
Harriet J. Fell and
Viera K. Proulx and
Richard Rasala Scaling: a design pattern in
introductory computer science courses 326--330
Natasha Gelfand and
Michael T. Goodrich and
Roberto Tamassia Teaching data structure design patterns 331--335
Dung Nguyen Design patterns for data structures . . 336--340
Deepak Kumar and
Lisa Meeden A robot laboratory for teaching
artificial intelligence . . . . . . . . 341--344
Lynne Hall and
Adrian Gordon A virtual learning environment for
entity relationship modelling . . . . . 345--349
Christopher T. Haynes Experience with an analytic approach to
teaching programming languages . . . . . 350--354
Don Goelman and
Roberta Evans Sabin and
Marty J. Wolf and
Pete Knoke and
Mike Murphy The terminal Master's degree (panel):
does it need to be cured? . . . . . . . 355--356
Daniel D. McCracken and
Michael Berman and
Ursula Wolz and
Owen Astrachan and
Nell Dale Possible futures for CS2 (panel) . . . . 357--358
John Impagliazzo and
Mark Mandelbaum and
Robert Aiken and
James E. Miller Refereed papers, the digital library,
and the future of the SIGCSE Bulletin
(panel) . . . . . . . . . . . . . . . . 359--360
Martin Dickey and
Frank Friedman and
Max Hailperin and
Bill Manaris and
Ursula Wolz Accommodating diversity of academic
preparation in CS1 (panel) . . . . . . . 361--362
Lawrence G. Jones and
Keith Barker and
Susan Conry and
Doris Lidtke Computer science accreditation (panel):
current status and future directions . . 363--364
D. S. Tomer and
Doug Baldwin and
Christopher J. Fox Integration of mathematical topics in
CS1 and CS2 (panel) . . . . . . . . . . 365
Sharon N. Vest and
Robert Biddle and
Christina Bjorkman and
Linda Null and
Eric Roberts and
Greg Scragg The retention of women in the computing
sciences (panel) . . . . . . . . . . . . 366--367
Henry M. Walker and
Laura Baker and
Gail Chapman and
Kathleen Larson and
Joseph Kmoch SIGCSE panel: approaches for encouraging
high school/college faculty interaction
(panel) . . . . . . . . . . . . . . . . 368--369
Hal Hart and
Jim Caristi and
Robert Dewar and
Mark Gerhardt and
Drew Hamilton and
Christopher Haynes and
Sam Rebelsky The future of programming-are
fundamental changes in computer science
programs coming? (panel) . . . . . . . . 370--371
Mark Stehlik and
Sarah Fix and
Susan Rodger and
Chris Nevison and
Mark Weiss Advanced placement transition to C++
(panel) . . . . . . . . . . . . . . . . 372
Karl J. Klee and
Joyce Currie Little and
John Lawlor and
Pamela Matthiesen and
T. S. Pennington and
Josephine Freedman and
Karen Richards Associate-level programs for preparation
of computer support personnel (panel) 373
David G. Kay and
Jacobo Carrasquel and
Michael J. Clancy and
Eric Roberts and
Joseph Zachary Large introductory courses in research
computer science departments (panel) . . 374--375
Kim B. Bruce and
Phokion G. Kolaitis and
Daniel M. Leivant and
Moshe Y. Vardi Panel: logic in the computer science
curriculum . . . . . . . . . . . . . . . 376--377
Bill Marion and
Keith Vander Linden and
Roberta Sabin and
Judy Cushing and
Penny Anderson Integrating recent research results into
undergraduate curricula (panel): initial
steps . . . . . . . . . . . . . . . . . 378--379
Doris K. Lidtke and
Michael C. Mulder Information centric curriculum (ISC'98)
(panel) . . . . . . . . . . . . . . . . 380
Lillian N. Cassel Funding opportunities at the National
Science Foundation Division of
Undergraduate Education (NSF DUE)
(seminar) . . . . . . . . . . . . . . . 381
Janet L. Kourik A practical approach to
internationalizing information systems &
computer science courses (seminar) . . . 382
Owen Astrachan Using classes early, an object-based
approach to using C++ in introductory
courses (seminar) . . . . . . . . . . . 383--383
Samuel A. Rebelsky Designing and building course webs with
site-level authoring tools (seminar) . . 384
Dennis J. Frailey Specialization is harmful to computer
education . . . . . . . . . . . . . . . 4--6
C. Dianne Martin Is computer science a profession? . . . 7--8
Don Gotterbarn The ethical computer
practitioner-licensing the moral
community: a proactive approach . . . . 8--10
John A. N. Lee History in the computer science
curriculum: part II . . . . . . . . . . 11--13
Tony Clear From structure to context-bridging the
gap . . . . . . . . . . . . . . . . . . 13--14
John T. Gorgone A fresh look at IS graduate programs is
needed . . . . . . . . . . . . . . . . . 15--16
Nell Dale Publishing research results . . . . . . 17--18
Janet Hartman The reviewer's view of your proposal . . 19
Renée McCauley General interest resources of use to
computer science educators . . . . . . . 20--21
Deborah L. Knox If you build it, they will come . . . . 22--23
Henry M. Walker Writing within the computer science
curriculum . . . . . . . . . . . . . . . 24--25
Judith L. Gersting and
Frank H. Young Contributions of the working student . . 26--27
Ariel Ferreira Szpiniak and
Carlos D. Luna and
Ricardo H. Medel Our experiences teaching functional
programming at University of Río Cuarto
(Argentina) . . . . . . . . . . . . . . 28--30
Henry M. Walker Modules to introduce assertions and loop
invariants informally within CS1:
experiences and observations . . . . . . 31--35
Daniel D. McCracken and
Dennis J. Frailey A conversation about computer science
education . . . . . . . . . . . . . . . 36--39
Marian Petre Assessing innovation in teaching: an
example . . . . . . . . . . . . . . . . 40--42
Said Hadjerrouit Java as first programming language: a
critical evaluation . . . . . . . . . . 43--47
Robert Biddle and
Ewan Tempero Java pitfalls for beginners . . . . . . 48--52
J. Paul Myers, Jr. The eight-minute halting problem . . . . 53--56
G. Michael Schneider and
Daniel Schwalbe and
Thomas M. Halverson Teaching computational science in a
liberal arts environment . . . . . . . . 57--60
John O'Gorman Teaching operating systems . . . . . . . 61--63
Christina Bjorkman and
Ivan Christoff and
Fredrik Palm and
Anna Vallin Exploring the pipeline: towards an
understanding of the male dominated
computing culture and its influence on
women . . . . . . . . . . . . . . . . . 64--69
Judith L. Gersting A Year 2000 Story . . . . . . . . . . . 70
Jennifer Condon The Irish software industry and
education . . . . . . . . . . . . . . . 1--4
Adele Goldberg Building a system in virtual reality
with LearningWorks . . . . . . . . . . . 5--9
Tom O'Dwyer Educational software --- a European
perspective . . . . . . . . . . . . . . 10--13
Ken Abernethy and
Paula Gabbert and
Kevin Treu Inquiry-based computer science
instruction: some initial experiences 14--17
Adel Abunawass and
Martin Maskarinec and
Kathleen Neumann An integratable unit based computer
science distance learning curriculum
design for the ACM/IEEE curricula 1991 18--20
Owen Astrachan Concrete teaching: hooks and props as
instructional technology . . . . . . . . 21--24
Alvin Bampton Teaching computer science in Papua New
Guinea . . . . . . . . . . . . . . . . . 25--27
Jürgen Börstler and
Olof Johansson The students conference --- a tool for
the teaching of research, writing, and
presentation skills . . . . . . . . . . 28--31
Marie-Mich\`ele Boulet and
Faouzi Ben Jebara and
Serge Boudreault Teaching process modelling to
undergraduate computer students: effects
of using Lotus Notes and television
programmes . . . . . . . . . . . . . . . 32--36
Michael Callaghan and
Heiko Hirschmüller $3$-D visualisation of design patterns
and Java programs in computer science
education . . . . . . . . . . . . . . . 37--40
Angela Carbone and
Jens J. Kaasbòll A survey of methods used to evaluate
computer science teaching . . . . . . . 41--45
Linda Carswell The ``Virtual University'': toward an
Internet paradigm? . . . . . . . . . . . 46--50
Des Casey Learning ``from'' or ``through'' the
Web: models of Web based education . . . 51--54
Fintan Culwin Web hosted assessment-possibilities and
policy . . . . . . . . . . . . . . . . . 55--58
Paul Curzon and
Janet Rix Why do students take programming
modules? . . . . . . . . . . . . . . . . 59--63
V. Dagdilelis and
M. Satratzemi DIDAGRAPH: software for teaching graph
theory algorithms . . . . . . . . . . . 64--68
Alex Davidovic and
Elena Trichina Open learning environment and
instruction system (OLEIS) . . . . . . . 69--73
P. A. de Marneffe The problem of examination questions in
algorithmics . . . . . . . . . . . . . . 74--76
Arne Dybdahl and
Erkki Sutinen and
Jorma Tarhio On animation features of Excel . . . . . 77--80
Dave W. Farthing and
Dave M. Jones and
Duncan McPhee Permutational multiple-choice questions:
an objective and efficient alternative
to essay-type examination questions . . 81--85
Sally Fincher and
Marian Petre Beyond anecdote towards real transfer:
using other institutions' experience of
project work . . . . . . . . . . . . . . 86--89
Ruben Gonzalez and
Greg Cranitch Multimedia education-quo vadis? . . . . 90--93
John Gray and
Tom Boyle and
Colin Smith A constructivist learning environment
implemented in Java . . . . . . . . . . 94--97
Ralph F. Grove Using the personal software process to
motivate good programming practices . . 98--101
Bruria Haberman and
Zahava Scherz and
Ehud Shapiro Abstract data types as a project
development organiser . . . . . . . . . 102--104
Said Hadjerrouit A constructivist framework for
integrating the Java paradigm into the
undergraduate curriculum . . . . . . . . 105--107
Dianne Hagan and
Judy Sheard The value of discussion classes for
teaching introductory programming . . . 108--111
Thorsten Hampel and
Ferdinand Ferber and
Reinhard Keil-Slawik and
Wolfgang H. Müller Hypermedia teaching of
mechanics-MechANIma . . . . . . . . . . 112--116
Thomas B. Hilburn and
Susan Mengel and
Donald J. Bagert and
Dale Oexmann Software engineering across computing
curricula . . . . . . . . . . . . . . . 117--121
Gil Hoggarth and
Mike Lockyer An automated student diagram assessment
system . . . . . . . . . . . . . . . . . 122--124
Tony Jenkins A participative approach to teaching
programming . . . . . . . . . . . . . . 125--129
Jeremy Johnson and
Y. N. Lakshman and
Thomas T. Hewett and
Tim Souder and
Tom Fitzgerald and
Sara Donegan and
Paul Morgovsky Virtual office hours using TechTalk, a
Web-based mathematical collaboration
tool . . . . . . . . . . . . . . . . . . 130--133
Mike Joy and
Michael Luck Effective electronic marking for on-line
assessment . . . . . . . . . . . . . . . 134--138
Kostas Karpouzis and
Stefanos Kollias The rendering pipeline in the classroom:
a diversified approach . . . . . . . . . 139--142
Peter G. Kluit and
Marleen Sint and
Frank Wester Visual programming with Java: evaluation
of an introductory programming course 143--147
Paula Kotzé Why the hypermedia model is inadequate
for computer-based instruction . . . . . 148--152
Patrick Lambrix and
Mariam Kamkar Computer science as an integrated part
of engineering education . . . . . . . . 153--156
Stuart Lewis and
Gaius Mulley A comparison between novice and
experienced compiler users in a learning
environment . . . . . . . . . . . . . . 157--161
Pekka Makkonen WWW-based presentations as a
complementary part of conventional
lectures in the basic of informatics . . 162--165
Fatima Z. Mansouri and
Cleveland A. Gibbon and
Colin A. Higgins PRAM: Prolog automatic marker . . . . . 166--170
David Marshall Using the Internet to teach the Internet 171--174
Jean Mayo and
Phil Kearns A secure networked laboratory for kernel
programming . . . . . . . . . . . . . . 175--177
M. Dee Medley On-line finals for CS1 and CS2 . . . . . 178--180
Thomas L. Naps A Java visualiser class: incorporating
algorithm visualisations into students'
programs . . . . . . . . . . . . . . . . 181--184
Yakov Persky and
Mordechai Ben-Ari Re-engineering a concurrency simulator 185--188
C. J. Pilgrim and
M. J. Creek The Swinburne On-Line Education Project 189--192
Jon Anderson Preston and
Russell Shackelford A system for improving distance and
large-scale classes . . . . . . . . . . 193--198
R. Daniel Resler and
Dean M. Deaver VCOCO: a visualisation tool for teaching
compilers . . . . . . . . . . . . . . . 199--202
Robert Riser and
Donald Gotterbarn On-line journal: a tool for enhancing
student journals . . . . . . . . . . . . 203--205
Mark Roantree and
Tia E. Keyes Automated collection of coursework using
the Web . . . . . . . . . . . . . . . . 206--208
Eric Roberts Strategies for using technology in the
teaching of ethics . . . . . . . . . . . 209--212
Eric Roberts and
Antoine Picard Designing a Java graphics library for CS
1 . . . . . . . . . . . . . . . . . . . 213--218
C. Rosen and
D. Simper and
J. I. Bostock An augmented induction for HND computer
studies students through an early
integrated, inter-disciplinary
assignment . . . . . . . . . . . . . . . 219--222
Judy Sheard and
Dianne Hagan Our failing students: a study of a
repeat group . . . . . . . . . . . . . . 223--227
R. Gregory Taylor Motivating the Church--Turing thesis in
the twenty-first century . . . . . . . . 228--231
James Ten Eyck and
G. Sampath and
Richard Goldstone Specification of an algorithm design
system . . . . . . . . . . . . . . . . . 232--235
Ashok Tiwari and
Clive Holtham Learning groupware through using
groupware-computer supported
collaborative learning with face to face
students . . . . . . . . . . . . . . . . 236--238
Frances L. Van Scoy Using the BURKS 2 CD-ROM in a principles
of programming languages course . . . . 239--242
Vincent P. Wade and
Conor Power Evaluating the design and delivery of
WWW based educational environments and
courseware . . . . . . . . . . . . . . . 243--248
Robert Ward and
Martin Smith JavaScript as a first programming
language for multimedia students . . . . 249--253
R. Alan Whitehurst and
Christopher L. Powell and
Jason S. Izatt Utilising the student model in distance
learning . . . . . . . . . . . . . . . . 254--256
Denise M. Woit and
David V. Mason Lessons from on-line programming
examinations . . . . . . . . . . . . . . 257--259
Nancy R. Mead and
Thomas B. Hilburn and
Donald J. Bagert and
Michael Ryan and
Oddur Benediktsson and
Frances Van Scoy Everything you ever wanted to know about
software engineering education, but were
afraid to ask (panel) . . . . . . . . . 260--263
L. R. Neal and
A. D. Irons Integrating professionalism into
undergraduate degree courses in
computing (panel) . . . . . . . . . . . 264--267
Cathleen Norris and
Jennifer Smolka and
Elliot Soloway Educational technology over 25 years
(panel): understanding the conditions
when it works . . . . . . . . . . . . . 268
Ainslie Ellis Group 1 (working group): development and
use of multimedia and Internet resources
for a problem based learning environment 269
M. Dee Medley and
Rebecca H. Rutherfoord Group 2 (working group): ethical issues
related to Internet development and
research . . . . . . . . . . . . . . . . 269
Joseph Bergin and
Thomas L. Naps Group 3 (working group): curricular
opportunities of Java based Internet
software development . . . . . . . . . . 270
Scott Grissom and
Deborah Knox Group 5 (working group): the on-line
computer science teaching centre . . . . 270
Stan Thomas Group 4 (working group): the impact of
campus-wide portable computing on
computer science education . . . . . . . 270
J. Carter and
A. Fowler Object oriented students? (poster) . . . 271
Lillian N. Cassel A digital library for undergraduate
education: goals and status of efforts
at the US National Science Foundation
(poster) . . . . . . . . . . . . . . . . 272
Martyn Clark Electronic discussions in information
systems (poster) . . . . . . . . . . . . 273
A. G. Clear A generic collaborative database-part of
a strategy to internationalise the
curriculum and develop teamwork and
communication capabilities (poster) . . 274
Peter A. Cooper Designing Internet instructional
environments (poster) . . . . . . . . . 275
Charlie Daly A proposed structure for a computer
based learning environment --- a
pragmatic approach (poster) . . . . . . 276
Gordon Davies and
John Impagliazzo History in the computing curriculum
(poster) . . . . . . . . . . . . . . . . 277
Sarah Drummond Groupware for software engineering
student group projects (poster) . . . . 278
Ainslie Ellis Use of multimedia and World Wide Web
resources in a traditional
lecture/tutorial environment (poster) 279
Alejandro Fernández and
Gustavo Rossi Using visualisation to improve
object-oriented thinking (poster) . . . 280
Ursula Fuller and
John Slater and
Gill Tardivel Virtual seminars-real networked results?
(poster) . . . . . . . . . . . . . . . . 281
Mark A. Holliday A Web-based introduction to computer
networks (poster) . . . . . . . . . . . 282
Nick D. P. Hollinworth The design of multimedia courseware
(poster): preliminary survey results . . 283
Per-Gunnar Johansson Programming by example (poster): an
instructional approach allowing
introductory students to quickly grasp
the power and excitement of programming 284
C. King An evaluation of strategies for teaching
technical computing topics to students
at different levels (poster) . . . . . . 285
Boris Koldehofe and
Marina Papatriantafilou and
Philippas Tsigas Building animations of distributed
algorithms for educational purposes
(poster) . . . . . . . . . . . . . . . . 286
Yifat Ben-David Kolikant ``How much did you get?'' (poster): the
influence of algebraic knowledge of
computer science students . . . . . . . 287
Amruth N. Kumar Evaluating the pedagogy of computer
science courseware delivered over the
Web (poster) . . . . . . . . . . . . . . 288
Pete Lee and
Chris Phillips Programming versus design (poster):
teaching first year students . . . . . . 289
Raymond M. W. Leung and
Eugenia M. W. Ng Does World Wide Web provide better
resources than library for learning ---
a case study (poster) . . . . . . . . . 290
Doris K. Lidtke and
Harry H. Zhou A top-down, collaborative teaching
approach of introductory courses in
computer sciences (poster) . . . . . . . 291
Myles F. McNally Using image processing as a laboratory
theme in CS1 and CS2 (poster) . . . . . 292
Jeanine Meyer and
Stuart A. Varden A survey of first computing course
students (poster): new findings and
their implications for the curriculum 293
Jane Meyerowitz and
Maurice Mars and
Steve Knight Student development of multimedia CBE
(poster) . . . . . . . . . . . . . . . . 294
Simon Moore and
Martyn Spink A multimedia C programming course that
supports different learning situations
(poster) . . . . . . . . . . . . . . . . 295
L. E. Moses ART199/CS199 the electronic medium
(poster) . . . . . . . . . . . . . . . . 296
Alexander Nakhimovsky An intranet-based software engineering
course (poster) . . . . . . . . . . . . 297
Kate O'Dubhchair and
Sarah Quilty The changing classroom-ICTs in 21st
century education (poster) . . . . . . . 298
Marta Prim and
Jordi Roig Self-evaluation system for digital
systems subject (poster) . . . . . . . . 299
Noa Ragonis and
Ehud Shapiro and
Mordechai Ben-Ari and
Zahava Scherz Development, implementation and
evaluation of a course in expert systems
for high-school students (poster) . . . 300
A. S. Richardson First year information systems papers
--- optimising learning --- minimising
administration (poster) . . . . . . . . 301
Susan H. Rodger and
Eric Gramond JFLAP (poster): an aid to studying
theorems in automata theory . . . . . . 302
John Rosbottom and
Claude Moulin Using intelligent agents to change the
delivery of education (poster) . . . . . 303
Glenn Rowe and
Gareth Thorburn VINCE-an on-line tutorial tool for
teaching introductory programming
(poster) . . . . . . . . . . . . . . . . 304
Linda Selby and
Alison Young The teaching of programming (poster):
changing the delivery to meet all
students' needs . . . . . . . . . . . . 305
Matt Smith Structuring team communications with
targeted use of groupware (poster) . . . 306
Pete G. Thomas Observing students electronically as
they learn (poster) . . . . . . . . . . 307
John Traxler How do computer science lecturers create
modules? (poster) . . . . . . . . . . . 308
Claudia Wans An interactive multimedia learning
system for the postlingually deaf
(poster) . . . . . . . . . . . . . . . . 309
Adam Wojciechowski and
Jerzy R. Nawrocki and
Karolina Kups and
Michal Kosiedowski TETE: an intelligent knowledge testing
engine (poster) . . . . . . . . . . . . 310
James Wolfer Graduate software engineering across
international boundaries (poster): the
first courses . . . . . . . . . . . . . 311
Valery Zagursky Information technology for flexible and
learning and training (poster) . . . . . 312
Steve Cunningham Outside the box: the changing shape of
the computing world . . . . . . . . . . 4--7
Scott Grissom and
Deborah Knox and
Elana Copperman and
Wanda Dann and
Michael Goldweber and
Janet Hartman and
Marja Kuittinen and
David Mutchler and
Nick Parlante Developing a digital library of computer
science teaching resources . . . . . . . 5--17
C. Dianne Martin Deconstructing the ACM code of ethics
and professional conduct . . . . . . . . 8--9
Don Gotterbarn Reconstructing the ACM code of ethics
and teaching computer ethics . . . . . . 9--11
John A. N. Lee Napier's chessboard calculator . . . . . 11--12
Tony Clear Programming in context --- the next step 13--14
John T. Gorgone Information systems curricula and
accreditation . . . . . . . . . . . . . 15--16
Nell Dale Two threads from the empirical studies
of programmers . . . . . . . . . . . . . 16--17
Janet Hartman Educational research: a new arena for
computer science education . . . . . . . 18--19
Joseph Bergin and
Thomas L. Naps and
Constance G. Bland and
Stephen J. Hartley and
Mark A. Holliday and
Pamela B. Lawhead and
John Lewis and
Myles F. McNally and
Christopher H. Nevison and
Cheng Ng and
George J. Pothering and
Tommi Teräsvirta Java resources for computer science
instruction . . . . . . . . . . . . . . 18--38
Renée McCauley Warning! instructional animation tools
abound on the Web . . . . . . . . . . . 19--20
Deborah L. Knox Repository growth and the near future 21--23
Henry M. Walker The balance between programming and
other assignments . . . . . . . . . . . 23--25
Judith L. Gersting and
Frank H. Young Service learning via the computer
science club . . . . . . . . . . . . . . 25--26
Gordon Davies Distance education and the Open
University . . . . . . . . . . . . . . . 27
Marian Petre Assessing innovation in teaching: an
example --- part 2 . . . . . . . . . . . 28--31
J. Paul Myers, Jr. and
Henry M. Walker The state of academic hiring in computer
science: and interim review . . . . . . 32--36
Beryl Plimmer Machines invented for WW II code
breaking . . . . . . . . . . . . . . . . 37--40
Stan J. Thomas and
Cary Laxer and
Tomohiro Nishida and
Helen Sherlock The impact of campus-wide portable
computing on computer science education 39--44
Mike Murphy and
Richard Halstead-Nussloch A challenge for computer science
educators . . . . . . . . . . . . . . . 41
Vicki L. Almstrum A Web site to promote CS education as a
research area . . . . . . . . . . . . . 42--45
Brian Whitworth The web of system properties: a general
view of systems . . . . . . . . . . . . 46--50
Gyorgy E. Revesz Experimenting with tail-recursion and
simulating coroutines . . . . . . . . . 51--54
Gail A. Chmura What abilities are necessary for success
in computer science . . . . . . . . . . 55--58
Jorma Sajaniemi and
Marja Kuittinen Systems for multi-level teaching
materials . . . . . . . . . . . . . . . 59--61
M. Dee Medley and
Rebecca H. Rutherfoord and
G. Ernest Anderson and
R. Waldo Roth and
Stuart A. Varden Ethical issues related to Internet
development and research . . . . . . . . 61--76
Linda Selby and
Ken Ryba and
Alison Young Women in computing: what does the data
show? . . . . . . . . . . . . . . . . . 62--67
Peter J. Denning Computing the profession . . . . . . . . 1--2
David V. Mason and
Denise M. Woit Providing mark-up and feedback to
students with online marking . . . . . . 3--6
Christopher M. Boroni and
Frances W. Goosey and
Michael T. Grinder and
Jessica L. Lambert and
Rockford J. Ross Tying it all together: creating
self-contained, animated, interactive,
Web-based resources for computer science
education . . . . . . . . . . . . . . . 7--11
Ellen L. Walker and
Logan Browne Teaching Web development with limited
resources . . . . . . . . . . . . . . . 12--16
Gloria Childress Townsend ThetenthStrand == 3 * ethicaldebates +
solution . . . . . . . . . . . . . . . . 17--21
Nancy J. Wahl YAATCE-yet another approach to teaching
computer ethics . . . . . . . . . . . . 22--26
Laurie Honour Werth Licensing software professionals: where
are we? . . . . . . . . . . . . . . . . 27--30
Fintan Culwin Object imperatives! . . . . . . . . . . 31--36
Michael J. Clancy and
Marcia C. Linn Patterns and pedagogy . . . . . . . . . 37--42
Joseph A. Turner and
Joseph L. Zachary Using course-long programming projects
in CS2 . . . . . . . . . . . . . . . . . 43--47
Michael Godfrey and
Dan Grossman JDuck: building a software engineering
tool in Java as a CS2 project . . . . . 48--52
Michael T. Goodrich and
Roberto Tamassia Using randomization in the teaching of
data structures and algorithms . . . . . 53--57
Stephen J. Hartley ``Alfonse, wait here for my signal!'' 58--62
Mauro Morsiani and
Renzo Davoli Learning operating systems structure and
implementation through the MPS computer
system simulator . . . . . . . . . . . . 63--67
Jae C. Oh and
Daniel Mossé Teaching real time OSs with DORITOS . . 68--72
Jennifer A. Polack-Wahl Incorporating the client's role in a
software engineering course . . . . . . 73--77
Susan A. Mengel and
Vinay Yerramilli A case study of the static analysis of
the quality of novice student programs 78--82
Robert Bryant Software engineering for
seniors-overcoming the administrative
fears . . . . . . . . . . . . . . . . . 83--86
Dung (`Zung') Nguyen and
Stephen B. Wong Patterns for decoupling data structures
and algorithms . . . . . . . . . . . . . 87--91
Viera K. Proulx Hospital emergency room simulation:
object oriented design issues for CS2 92--94
Bruno R. Preiss Design patterns for the data structures
and algorithms course . . . . . . . . . 95--99
Guy Tremblay Exercises for teaching logic in a formal
methods course: formalizing ERDs . . . . 100--104
Matthew B. Robinson and
Jason A. Hamshar and
Jorge E. Novillo and
Andrew T. Duchowski A Java-based tool for reasoning about
models of computation through simulating
finite automata and Turing machines . . 105--109
Jose L. Cordova Mathematical proofs as graph search
problems in theory courses . . . . . . . 110--113
Krishna M. Sivalingam and
V. Rajaravivarma Education of wireless and ATM networking
concepts using hands-on laboratory
experience . . . . . . . . . . . . . . . 114--118
Bruce S. Elenbogen Computer network management: theory and
practice . . . . . . . . . . . . . . . . 119--121
Todd Smith and
Anthony Ruocco and
Bernard Jansen Digital video in education . . . . . . . 122--126
David Ginat and
Eyal Shifroni Teaching recursion in a procedural
environment --- how much should we
emphasize the computing model? . . . . . 127--131
Pat Woodworth and
Wanda Dann Integrating console and event-driven
models in CS1 . . . . . . . . . . . . . 132--135
Timothy Long and
Bruce Weide and
Paolo Bucci and
Murali Sitaraman Client view first: an exodus from
implementation-biased teaching . . . . . 136--140
G. Michael Schneider Computational science as an
interdisciplinary bridge . . . . . . . . 141--145
Gordon Stegink and
Jon Pater and
Daron Vroon Computer science and general education:
Java, graphics, and the Web . . . . . . 146--149
Mark Urban-Lurain and
Donald J. Weinshank ``I do and I understand'': mastery model
learning for a large non-major course 150--154
Adam Bonner A student-directed computing community 155--159
P. K. McKinley and
B. H. C. Cheng and
J. J. Weng Moving industry-guided multimedia
technology into the classroom . . . . . 160--164
Jean Mayo and
Phil Kearns A secure unrestricted advanced systems
laboratory . . . . . . . . . . . . . . . 165--169
Don C. Stone and
Seth Bergmann and
Ganesh Baliga and
A. Michael Berman and
John Schmalzel A CS1 maze lab, using joysticks and
MIPPETs . . . . . . . . . . . . . . . . 170--173
William J. Collins and
Yi Sun Web labs for the Standard Template
Library and the Java generic library in
a CS2 course . . . . . . . . . . . . . . 174--178
Anany Levitin Do we teach the right algorithm design
techniques? . . . . . . . . . . . . . . 179--183
Daniel D. McCracken An inductive approach to teaching
object-oriented design . . . . . . . . . 184--188
Cindy Norris and
James Wilkes Computer systems ``conference'' for
teaching communication skills . . . . . 189--193
Merry McDonald and
Gary McDonald Computer science curriculum assessment 194--197
J. McGrath Cohoon Departmental differences can point the
way to improving female retention in
computer science . . . . . . . . . . . . 198--202
Tony Greening Gender stereotyping in a computer
science course . . . . . . . . . . . . . 203--207
Tomas Macek and
Bozena Mannova and
Josef Kolar and
Barbara Williams Global cooperation project in computer
programming course . . . . . . . . . . . 208--211
Jacobo Carrasquel Teaching CS1 on-line: the good, the bad,
and the ugly . . . . . . . . . . . . . . 212--216
Kimmo Järvinen and
Tuukka Pienimäki and
Tommi Teräsvirta and
John Joel Kyaruzi and
Erkki Sutinen Between Tanzania and Finland: learning
Java over the Web . . . . . . . . . . . 217--221
Yan Zhou and
Yuan Zhao and
John L. Lowther and
Ching-Kuang Shene Teaching surface design made easy . . . 222--226
Sami Khuri and
Hsiu-Chin Hsu Visualizing the CPU scheduler and page
replacement algorithms . . . . . . . . . 227--231
Thomas L. Naps and
Eric E. Chan Using visualization to teach parallel
algorithms . . . . . . . . . . . . . . . 232--236
Robert A. Walker A practical one-semester ``VLSI design''
course for computer science (and other)
majors . . . . . . . . . . . . . . . . . 237--241
Eleazar Eskin and
Eric Siegel Genetic programming applied to Othello:
introducing students to machine learning
research . . . . . . . . . . . . . . . . 242--246
Alvin R. Lebeck Cache conscious programming in
undergraduate computer science . . . . . 247--251
Ricardo Jiménez-Peris and
Sami Khuri and
Marta Patiño-Martínez Adding breadth to CS1 and CS2 courses
through visual and interactive
programming projects . . . . . . . . . . 252--256
Richard Rasala Automatic array algorithm animation in
C++ . . . . . . . . . . . . . . . . . . 257--260
Ryan S. Baker and
Michael Boilen and
Michael T. Goodrich and
Roberto Tamassia and
B. Aaron Stibel Testers and visualizers for teaching
data structures . . . . . . . . . . . . 261--265
David Gitchell and
Nicholas Tran Sim: a utility for detecting similarity
in computer programs . . . . . . . . . . 266--270
J. Stanley Warford BlackBox: a new object-oriented
framework for CS1/CS2 . . . . . . . . . 271--275
Uta Ziegler and
Thad Crews An integrated program development tool
for teaching and learning how to program 276--280
Judy Brown and
Gillian Dobbie Supporting and evaluating team dynamics
in group projects . . . . . . . . . . . 281--285
Oliver Grillmeyer An interactive multimedia textbook for
introductory computer science . . . . . 286--290
A. T. Chamillard and
Dolores Karolick Using learning style data in an
introductory computer science course . . 291--295
Xris Faulkner and
Fintan Culwin Integration of usability issues within
initial software development education.
(It's all about the user, dummy!) . . . 296--300
Arturo I. Concepcion and
Lawrence E. Cummins and
Ernest J. Moran and
Man M. Do Algorithma 98: an algorithm animation
project . . . . . . . . . . . . . . . . 301--305
Daniel L. Gould and
Rosemary M. Simpson and
Andries van Dam Granularity in the design of interactive
illustrations . . . . . . . . . . . . . 306--310
Steven Robbins and
Kay A. Robbins Empirical exploration in undergraduate
operating systems . . . . . . . . . . . 311--315
Allen B. Downey Teaching experimental design in an
operating systems class . . . . . . . . 316--320
Uta Ziegler Discovery learning in introductory
operating system courses . . . . . . . . 321--325
Norman Neff OO design in compiling an OO language 326--330
Kim B. Bruce Formal semantics and interpreters in a
principles of programming languages
course . . . . . . . . . . . . . . . . . 331--335
Eric Gramond and
Susan H. Rodger Using JFLAP to Interact with Theorems in
Automata Theory . . . . . . . . . . . . 336--340
Lew Hitchner and
Steve Cunningham and
Scott Grissom and
Rosalee Wolfe Computer graphics: the introductory
course grows up . . . . . . . . . . . . 341--342
Eric Roberts and
Russell L. Shackelford and
Richard J. LeBlanc and
Peter J. Denning Curriculum 2001: interim report from the
ACM/IEEE-CS task force . . . . . . . . . 343--344
Doris K. Lidtke and
John Gorgone and
Della Bonnette and
Michael C. Mulder New developments in accreditation . . . 345
Donald J. Bagert and
Thomas B. Hilburn and
Gregory W. Hislop and
Nancy R. Mead and
Susan A. Mengel and
Hossein Saiedian A report on the 1999 Conference on
Software Engineering Education and
Training . . . . . . . . . . . . . . . . 346--347
Michael Goldweber and
John Barr and
Tracy Camp and
John Grahm and
Stephen Hartley A comparison of operating systems
courseware . . . . . . . . . . . . . . . 348--349
Ann E. Kelley Sobel and
Mario Guimaraes Current issues in undergraduate student
research . . . . . . . . . . . . . . . . 350
Ann E. Kelley Sobel and
Mario Guimaraes Current issues in graduate student
research . . . . . . . . . . . . . . . . 351
John T. Gorgone Graduate information systems curriculum
for the 21st century . . . . . . . . . . 352--353
Nick Parlante and
Owen Astrachan and
Mike Clancy and
Richard E. Pattis and
Julie Zelenski and
Stuart Reges Nifty assignments panel . . . . . . . . 354--355
Sallie Henry and
Nancy Miller and
Wei Li and
Joseph Chase and
Todd Stevens Using software development teams in a
classroom environment . . . . . . . . . 356--357
Mark Stehlik and
Susan H. Rodger and
Kathy Larson and
Alyce Brady and
Chris Nevison Current and future direction of the
advanced placement exam . . . . . . . . 358
Karl J. Klee and
Nancy Burns and
Fay Cover and
Judith Porter ACM guidelines for associate and
certificate level programs in computer
information technology . . . . . . . . . 359
Shakil Akhtar and
Nizar Al-Holou and
Mark Fienup and
Gail T. Finley and
Robert S. Roos and
Sam Tannouri The networks course: old problems, new
solutions . . . . . . . . . . . . . . . 360--361
Henry M. Walker and
J. Paul Myers, Jr. and
Stu Zweben and
Allen B. Tucker, Jr. and
Grant Braught The crisis in academic hiring in
computer science . . . . . . . . . . . . 362--363
Charles P. Howerton and
Mary Ann Robbert and
Carl E. Bredlau and
Peter J. Knoke Addressing the Y2K problem in the
computing classroom . . . . . . . . . . 364--365
C. Dianne Martin and
Margaret M. Reek National Science Foundation Course,
Curriculum and Laboratory Improvement
program: adaptation and implementation
track . . . . . . . . . . . . . . . . . 366
Christopher H. Nevison Seminar: safe concurrent programming in
Java with CSP . . . . . . . . . . . . . 367
Michael Kölling and
John Rosenberg Tools and techniques for teaching
objects first in a Java course . . . . . 368
Dean Sanders and
Janet Hartman A compendium of multimedia tools for all
budgets . . . . . . . . . . . . . . . . 369
Deborah Knox and
Scott Grissom Developing teaching resources for reuse
and publishing in the CSTC . . . . . . . 370
Michael B. Feldman Inspiring our undergraduate students'
asperations . . . . . . . . . . . . . . 4--7
C. Dianne Martin From awareness to responsible action
(part 1): defining learning objectives
and necessary skills . . . . . . . . . . 8--10
Don Gotterbarn Two approaches to computer ethics . . . 11--12
John A. N. Lee Multiplying on the chessboard . . . . . 13--14
Tony Clear ``Eating Our Seed Corn'' or restricting
crop diversity? . . . . . . . . . . . . 15--16
John T. Gorgone Information systems accreditation:
revisited . . . . . . . . . . . . . . . 17--18
Nell Dale Bibliography relevant to education
research . . . . . . . . . . . . . . . . 18--19
Janet Hartman Grant bytes on the Web . . . . . . . . . 20--21
Renée McCauley Teaching the artificial intelligence
course: online resources that can help a
lot! . . . . . . . . . . . . . . . . . . 21--22
Deborah L. Knox The computer science teaching center . . 22--23
Henry M. Walker Finding interesting examples and
assignments for CS1/2 assignments . . . 24--25
Judith L. Gersting and
Frank H. Young Sharpening subjective evaluation skills 26--26
Gordon Davies Global DL . . . . . . . . . . . . . . . 27--27
Sei-Jong Chung Recursive algorithm with C++ program for
floating-point arithmetic . . . . . . . 28--30
S. Travis Nielsen and
Douglas M. Campbell Current trends in computer science
graduate admissions: a survey of the top
108 programs . . . . . . . . . . . . . . 31--34
Fernando G. Castro and
Reynaldo Lezama and
Albeniz Vasquez Playing click . . . . . . . . . . . . . 35--36
Michael Goldweber A report on the use of HyperTalk in CS1
within a liberal arts setting . . . . . 37--41
Jon Ander Elorriaga and
Julián Gutiérrez and
Jesús Ibáñez and
Imanol Usandizaga A proposal for a computer security
course . . . . . . . . . . . . . . . . . 42--47
Lewis E. Hitchner An automatic testing and grading method
for a C++ list class . . . . . . . . . . 48--50
Zoltan Juhasz Using spreadsheets as a simple and
effective teaching tool for predicting
and visualizing parallel program
performance . . . . . . . . . . . . . . 51--54
Pavol Návrat and
Mária Bieliková Software engineering education:
different contexts, similar contents . . 55--59
John S. Robertson How many recursive calls does a
recursive function make? . . . . . . . . 60--61
David Stratton Teaching network fundamentals using a
simulated network . . . . . . . . . . . 62--64
Martin C. Carlisle Graphics for free . . . . . . . . . . . 65--68
Phil Pfeiffer What employers want from students: a
report from OOPSLA . . . . . . . . . . . 69--70
Ann E. Kelley Sobel and
Joseph C. Hill Enhancing the learning environment of
deaf students . . . . . . . . . . . . . 71--72
Maurice Abi-Raad Code of ethics? which one? . . . . . . . 73--77
Kofi Apenyo Using the entity-relationship model to
teach the relational model . . . . . . . 78--80
Hubert A. Johnson Evaluation of the SEPA in teaching
undergraduate software engineering in
the traditional computer science
curriculum . . . . . . . . . . . . . . . 81--83
Ola Ågren Teaching computer concepts using virtual
machines . . . . . . . . . . . . . . . . 84--85
Renée McCauley and
Ursula Jackson Teaching software engineering early:
experiences and results . . . . . . . . 86--91
Henry M. Walker Report from the SIGCSE
secretary/treasurer . . . . . . . . . . 92--93
Janet Carter and
Tony Jenkins Gender and programming: what's going on? 1--4
John Davy and
Tony Jenkins Research-led innovation in teaching and
learning programming . . . . . . . . . . 5--8
Michael McCracken and
Robert Waters Why? When an otherwise successful
intervention fails . . . . . . . . . . . 9--12
Mordechai Ben-Ari and
Yifat Ben-David Kolikant Thinking parallel: the process of
learning concurrency . . . . . . . . . . 13--16
Christian Holmboe A cognitive framework for knowledge in
informatics: the case of
object-orientation . . . . . . . . . . . 17--20
David Arnow and
Oleg Barshay On-line programming examinations using
Web to teach . . . . . . . . . . . . . . 21--24
Amruth N. Kumar On changing from written to on-line
tests in Computer Science I: an
assessment . . . . . . . . . . . . . . . 25--28
Jon A. Preston and
Russell Shackelford Improving on-line assessment: an
investigation of existing marking
methodologies . . . . . . . . . . . . . 29--32
Bogdan Zoltowski and
Roger Boyle and
John Davy Curriculum and teaching delivery change
in an international context . . . . . . 33--35
Marian Kura\'s and
Mariusz Grabowski and
Agnieszka Zaj\kac Changing IS curriculum and methods of
instruction . . . . . . . . . . . . . . 36--39
Elliot Koffman and
Ursula Wolz CS1 using Java language features gently 40--43
Hans Olav Omland Educating systems analysts emphasising
the human factor . . . . . . . . . . . . 44--47
Michael McCracken and
Wendy Newstetter and
Jeff Chastine Misconceptions of designing: a
descriptive study . . . . . . . . . . . 48--51
Janet Carter Collaboration or plagiarism: what
happens when students work together . . 52--55
Judy Sheard and
Dianne Hagan A special learning environment for
repeat students . . . . . . . . . . . . 56--59
Isaac Balbin Is your degree quality endorsed? . . . . 60--63
Bruria Haberman and
David Ginat Distance learning model with local
workshop sessions applied to in-service
teacher training . . . . . . . . . . . . 64--67
J. M. Arco and
B. Alarcos and
A. M. Hellín and
D. Meziat Quality of service over Ethernet for
telelearning applications . . . . . . . 68--70
Ahmed Seffah and
Moncef Bari and
Michel Desmarais Assessing object-oriented technology
skills using an Internet-based system 71--74
Chiung-Hui Chiu and
Chun-Chieh Huang and
Wen-Tsung Chang and
Tsung-Ho Liang Interaction processes in network
supported collaborative concept mapping 75--78
Martin H. Levin Use of a soundcard in teaching audio
frequency and analog modem
communications . . . . . . . . . . . . . 79--83
Ainslie Ellis and
Dianne Hagan and
Judy Sheard and
Jason Lowder and
Wendy Doube and
Angela Carbone and
John Robinson and
Sylvia Tucker A collaborative strategy for developing
shared Java teaching resources to
support first year programming . . . . . 84--87
Zahava Scherz and
Sarah Polak An organizer for project-based learning
and instruction in computer science . . 88--90
Mordechai Ben-Ari and
Shawn Silverman DPLab: an environment for distributed
programming . . . . . . . . . . . . . . 91--94
Elena Trichina Didactic instructional tool for topics
in computer science . . . . . . . . . . 95--98
Santiago Rodríguez de la Fuente and
M. Isabel García Clemente and
Rafael Méndez Cavanillas Teaching computer architecture with a
new superscalar processor emulator . . . 99--102
Boris Koldehofe and
Marina Papatriantafilou and
Philippas Tsigas Distributed algorithms visualisation for
educational purposes . . . . . . . . . . 103--106
David Finkel and
Isabel F. Cruz Webware: a course about the Web . . . . 107--110
A. G. (Tony) Clear A collaborative learning trial between
New Zealand and Sweden --- using Lotus
Notes Domino in teaching the concepts of
Human Computer Interaction . . . . . . . 111--114
Lan Yang and
Zhiqiang Ding Promoting computer software intellectual
property right in Computer Science
Education . . . . . . . . . . . . . . . 115--118
Roger Boyle and
Ann Roberts The University in the inner city . . . . 119--122
Anna Bobkowska Laboratory experiment with the
3RolesPlaying method . . . . . . . . . . 123--126
Linda Stern and
Harald Sòndergaard and
Lee Naish A strategy for managing content
complexity in algorithm animation . . . 127--130
John Hewson and
Wendy Doube and
Michael Calagaz A multimedia animated simulation
generator . . . . . . . . . . . . . . . 131--134
Nils Faltin Designing courseware on algorithms for
active learning with virtual board games 135--138
Ursula Wolz and
Elliot Koffman simpleIO: a Java package for novice
interactive and graphics programming . . 139--142
Jesse M. Heines Evaluating course Web sites and student
performance . . . . . . . . . . . . . . 143--146
Anders Hedman Creating digital libraries
together-collaboration, multimodality,
and plurality . . . . . . . . . . . . . 147--150
Jason Lowder and
Dianne Hagan Web-based student feedback to improve
learning . . . . . . . . . . . . . . . . 151--154
Charlie Daly RoboProf and an introductory computer
programming course . . . . . . . . . . . 155--158
John English Building self-contained Websites on
CD-ROM . . . . . . . . . . . . . . . . . 159--162
Daniel Deveaux and
Regis Fleurquin and
Patrice Frison Software engineering teaching: a
``Docware'' approach . . . . . . . . . . 163--166
Eric V. Siegel Why do fools fall into infinite loops:
singing to your computer science class 167--170
Said Hadjerrouit A constructivist approach to
object-oriented design and programming 171--174
Danny Kopec and
Richard Close and
Jim Aman How should data structures and
algorithms be taught . . . . . . . . . . 175--176
Stanis\law Wrycza and
Thaddeus W. Usowicz and
Andras Gabor and
Borut Verber The challenges and directions of MIS
curriculum development in respect of
transformation of business requirements 177--178
Ernest Ackermann Poster session. Internet curriculum. two
courses: introductory and advanced . . . 179--180
Anna Armentrout A tool for designing Java programs with
UML . . . . . . . . . . . . . . . . . . 180
M. Luisa Córdoba Cabeza and
M. Isabel García Clemente and
M. Luz Rubio CacheSim: a cache simulator for teaching
memory hierarchy behaviour . . . . . . . 181
Geraldo Lino de Campos Minimum requirements for effective
distance teaching systems . . . . . . . 182
V. Dagdilelis and
M. Satratzemi Didactics too, not only technology . . . 183
John English The BURKS project . . . . . . . . . . . 184
Martha J. Kosa Beginners program Web page builders and
verifiers . . . . . . . . . . . . . . . 185
Norbert J. Kubilus Multi-team development project
experience in a core computer science
curriculum . . . . . . . . . . . . . . . 186
Martin H. Levin The implementation of a data
communications laboratory in small to
medium sized universities . . . . . . . 187
Yongwu Miao and
Hans-Rüdiger Pfister and
Martin Wessner Combining the metaphors of an institute
and of networked computers for building
collaborative learning environments . . 188
Helen Parker and
Mike Holcombe Campus-based industrial software
projects: risks and rewards . . . . . . 189
Przemyslaw Polak Teaching computer communication skills
using case study method . . . . . . . . 190
Jill Gerhardt-Powals and
Matthew H. Powals The Digital Millennium Copyright Act: an
international assault on fair use? . . . 191
Dariusz Put and
Janusz Stal and
Marek Zurowicz The system of checking students'
knowledge with the use of wide area
networks . . . . . . . . . . . . . . . . 192
Dariusz Put and
Janusz Stal and
Marek Zurowicz The use of the Internet in the teaching
process . . . . . . . . . . . . . . . . 193
Marijana Lomic and
Zoran Putnik On distance education courseware . . . . 194
Hannah Dee and
Peter Reffell ACOM (``computing for all''): an
integrated approach to the teaching and
learning of information technology . . . 195
Alfred J. Rossi KPPCDL: an Internet based shared
environment for introductory programming
education . . . . . . . . . . . . . . . 196
Joze Rugelj Intelligent agent for knowledge tree
administration . . . . . . . . . . . . . 197
Christine Shannon A semester-long project in CS 2 . . . . 198
Stanis\law Szejko An exercise in evaluating significance
of software quality criteria . . . . . . 199
Harriet G. Taylor Implementing national educational
technology standards for student in the
United States . . . . . . . . . . . . . 200
Harriet G. Taylor Math link: linking curriculum,
instructional strategies, and technology
to enhance teaching and learning . . . . 201
Ian Utting Gathering and disseminating good
practice at teaching and learning
conferences . . . . . . . . . . . . . . 202
Jan Madej and
Tadeusz Wilusz IntraED --- an intranet solution for
EDucation . . . . . . . . . . . . . . . 203
Jerzy Skrzypek and
Tadeusz Wilusz KOMBIZ97 --- virtual lab experiment . . 204
Alison Young and
Donald Joyce Innovation in post graduate computer
science education . . . . . . . . . . . 205
Andrew Yang and
Yael Bachar Using Java and the socket interface in
teaching client/server programming . . . 206
Stuart Young and
Ross Dewstow and
Mae McSporran Who wants to learn online? . . . . . . . 207
John Impagliazzo Teaching very large instruction word
architectures . . . . . . . . . . . . . 208
Atticus Gifford and
Benjamin J. Menasha and
David Finkel The visible Web browser . . . . . . . . 209
David Mutchler and
Claude Anderson and
Andrew Kinley and
Cary Laxer and
Dale Oexmann and
Rimli Sengupta and
Frank H. Young CS 1 closed laboratories = multimedia
materials + human interaction . . . . . 210
Chris Power Designer --- a logic diagram design tool 211
Ursula Wolz and
Elliot Koffman simpleIO: a Java package for novice
interactive and graphics programming . . 212
Bruce J. Klein Message from the SIGCSE chair . . . . . 2--2
Eric Roberts Conserving the seed corn: reflections on
the academic hiring crisis . . . . . . . 4--9
C. Dianne Martin From awareness to responsible action
(part 2): developing a curriculum with
progressive integration of ethics and
social impact . . . . . . . . . . . . . 10--12
Don Gotterbarn Integration of computer ethics into the
CS curriculum: attachment or synthesis 13--14
John A. N. Lee The first computer --- an ethical
concern . . . . . . . . . . . . . . . . 15--16
Tony Clear Online education --- but is it
education? . . . . . . . . . . . . . . . 17--18
John T. Gorgone Approaching MSIS 2000: a new-fashioned
graduate model . . . . . . . . . . . . . 19--20
Nell Dale Reflections on past research . . . . . . 20--22
Janet Hartman Program updates from the national
science foundation division of
undergraduate education . . . . . . . . 22--23
Renée McCauley A road trip through online resources for
introductory computer science courses 24--25
Deborah L. Knox Planned growth for the CSTC . . . . . . 25--26
Henry M. Walker Guided reading and seminar classes . . . 27--28
Judith L. Gersting and
Frank H. Young Student mentors . . . . . . . . . . . . 28--29
Gordon Davies and
Brian J. Garner Telematics helpdesk for external
students of computing at Deakin
University . . . . . . . . . . . . . . . 29--31
Karl J. Klee Recent activities of the ACM two-year
college education committee . . . . . . 31--31
Patricia Johann A funny thing happened on the way to the
formula: demonstrating equality of
functions and programs . . . . . . . . . 32--34
William Marion CS1: what should we be teaching? . . . . 35--38
Nell B. Dale Distance teaching at Uppsala . . . . . . 39--41
Matthew Barr and
Sam Holden and
Dave Phillips and
Tony Greening An exploration of novice programming
errors in an object-oriented environment 42--46
Fernando Castro G. More on the nine-tails problem . . . . . 47--47
Mario A. M. Guimaraes Experience teaching an introduction to
DBMS . . . . . . . . . . . . . . . . . . 48--49
Misha Koshelev and
Vladik Kreinovich and
Luc Longpré Encryption algorithms made natural . . . 50--51
Howard Blum and
David Sachs An asynchronous distance-learning course
in data communications and networks . . 52--55
Douglas B. Bock and
Robert W. Klepper and
John F. Schrage and
G. Gregory Stephen and
Bernard Waxman Integrating computer science and
information systems . . . . . . . . . . 56--60
Nigel Perry The humble fraction . . . . . . . . . . 61--65
R. Mukundan Teaching computer graphics using Java 66--69
Carl Chang and
Gerald Engel and
Willis King and
Eric Roberts and
Russ Shackelford and
Robert H. Sloan and
Pradip K. Srimani Curriculum 2001: bringing the future to
the classroom . . . . . . . . . . . . . 70--73
Robert M. Aiken A Skeptic Assesses the Net as a Resource
for Teaching . . . . . . . . . . . . . . 79--82
Deborah Knox and
Sally Fincher and
Nell Dale and
Elizabeth Adams and
Don Goelman and
James Hightower and
Ken Loose and
Fred Springsteel The Peer Review Process of Teaching
Materials: Report of the ITiCSE'99
Working Group on Validation of the
Quality of Teaching Materials . . . . . 87--100
Joseph Bergin and
Amruth Kumar and
Viera K. Proulx and
Myles McNally and
Alyce Faulstich Brady and
David Mutchler and
Stephen Hartley and
Richard Rasala and
Charles Kelemen and
Rocky Ross and
Frank Klassner Resources for Next Generation
Introductory CS Courses: Report of the
ITiCSE'99 Working Group on Resources for
the Next Generation CS 1 Course . . . . 101--105
Joyce Currie Little and
Mary J. Granger and
Roger Boyle and
Jill Gerhardt-Powals and
John Impagliazzo and
Carol Janik and
Norbert J. Kubilus and
Susan K. Lippert and
W. Michael McCracken and
Grazyna Paliwoda and
Piotr Soja Integrating Professionalism and
Workplace: Issues into the Computing and
Information Technology Curriculum:
Report of the ITiCSE'99, Working Group
on Professionalism . . . . . . . . . . . 106--120
Eva R. Fåhræus and
Noel Bridgeman and
Joze Rugelj and
Barbara Chamberlain and
Ursula Fuller Teaching with Electronic Collaborative
Learning Groups: Report of the ITiCSE'99
Working Group on Creative Teaching of
Electronic Collaborative Learning Groups 121--128
E. R. Fahraeus and
B. Chamberlain and
V. Baykov and
N. Bridgeman and
R. Dumbraveanu and
U. Fuller and
J. Rugeli Teaching with Electronic Collaborative
Learning Groups . . . . . . . . . . . . 121--128