Last update:
Fri Oct 11 16:55:21 MDT 2024
Michael Bedy and
Steve Carr and
Xianlong Huang and
Ching-Kuang Shene A visualization system for multithreaded
programming . . . . . . . . . . . . . . 1--5
Ted Hung and
Susan H. Rodger Increasing visualization and interaction
in the automata theory course . . . . . 6--10
Alan Kaplan and
Denise Shoup CUPV --- a visualization tool for
generated parsers . . . . . . . . . . . 11--15
Anany Levitin Design and analysis of algorithms
reconsidered . . . . . . . . . . . . . . 16--20
Dung Nguyen and
Stephen B. Wong Design patterns for lazy evaluation . . 21--25
Dan Aharoni Cogito, Ergo sum! cognitive processes of
students dealing with data structures 26--30
Matthew Merzbacher Teaching database management systems
with Java . . . . . . . . . . . . . . . 31--35
Mary Ann Robbert Enhancing the value of a project in the
database course . . . . . . . . . . . . 36--40
Frederick Springsteel and
Mary Ann Robbert and
Catherine M. Ricardo The next decade of the database course:
three decades speak to the next . . . . 41--45
Steve Cunningham Powers of 10: the case for changing the
first course in computer graphics . . . 46--49
Sylvia Sorkin and
Barbara Mento and
Donna Tupper and
Kathleen Harmeyer Curriculum development in Internet and
multimedia technology . . . . . . . . . 50--54
Karel Lemmen and
Fred Mulder and
Wim Smit An innovative university program on
management and ICT . . . . . . . . . . . 55--59
Stephen J. Hartley ``Alfonse, you have a message!'' . . . . 60--64
Joel Adams and
Chris Nevison and
Nan C. Schaller Parallel computing to start the
millennium . . . . . . . . . . . . . . . 65--69
Chris McDonald and
Kamran Kazemi Teaching parallel algorithm with process
topologies . . . . . . . . . . . . . . . 70--74
Duane Buck and
David J. Stucki Design early considered harmful:
graduated exposure to complexity and
structure based on levels of cognitive
development . . . . . . . . . . . . . . 75--79
Viera K. Proulx Programming patterns and design patterns
in the introductory computer science
course . . . . . . . . . . . . . . . . . 80--84
Stuart Reges Conservatively radical Java in CS1 . . . 85--89
Rayford B. Vaughn, Jr. Application of security to the computing
science classroom . . . . . . . . . . . 90--94
Eric V. Siegel Iambic IBM AI: the palindrome discovery
AI project . . . . . . . . . . . . . . . 95--99
Clare Bates Congdon Machine learning in the liberal arts
curriculum . . . . . . . . . . . . . . . 100--104
Thomas J. Cheatham A Web-based lab manual for CS 1: an
experiment . . . . . . . . . . . . . . . 105--108
Thomas L. Naps and
James R. Eagan and
Laura L. Norton JHAVÉ --- an environment to actively
engage students in Web-based algorithm
visualizations . . . . . . . . . . . . . 109--113
Steven Robbins Remote logging in Java using Jeli: a
facility to enhance development of
accessible educational software . . . . 114--118
Mark Michael Fostering and assessing communication
skills in the computer science context 119--123
Paula Gabbert and
Kevin Treu Experiments with the use of popular
press in the computer science curriculum 124--128
Martyn Clark Getting participation through discussion 129--133
Guido Rößling and
Bernd Freisleben Experiences in using animations in
introductory computer science lectures 134--138
Stina Bridgeman and
Michael T. Goodrich and
Stephen G. Kobourov and
Roberto Tamassia PILOT: an interactive tool for learning
and grading . . . . . . . . . . . . . . 139--143
Alan Fekete and
Judy Kay and
Jeff Kingston and
Kapila Wimalaratne Supporting reflection in introductory
computer science . . . . . . . . . . . . 144--148
Tony Greening Pedagogically sound responses to
economic rationalism . . . . . . . . . . 149--156
Ann E. Kelley Sobel Empirical results of a software
engineering curriculum incorporating
formal methods . . . . . . . . . . . . . 157--161
Arturo I. Concepcion and
Nathan Leach and
Allan Knight Algorithma 99: an experiment in
reusability & component based software
engineering . . . . . . . . . . . . . . 162--166
Thomas B. Hilburn and
Massood Townhidnejad Software quality: a curriculum
postscript? . . . . . . . . . . . . . . 167--171
Dawn E. Wilkins and
Pamela B. Lawhead Evaluating individuals in team projects 172--175
Roy Andersson and
Torgny Roxå Encouraging students in large classes 176--179
Scott Vandenberg and
Michael Wollowski Introducing computer science using a
breadth-first approach and functional
programming . . . . . . . . . . . . . . 180--184
Richard Rasala Toolkits in first year computer science:
a pedagogical imperative . . . . . . . . 185--191
Samuel A. Rebelsky and
Clif Flynt Real-world program design in CS2: the
roles of a large-scale, multi-group
class project . . . . . . . . . . . . . 192--196
Ann E. Fleury Programming in Java: student-constructed
rules . . . . . . . . . . . . . . . . . 197--201
David Reed and
Craig Miller and
Grant Braught Empirical investigation throughout the
CS curriculum . . . . . . . . . . . . . 202--206
David C. Gibbs The effect of a constructivist learning
environment for
field-dependent/independent students on
achievement in introductory computer
programming . . . . . . . . . . . . . . 207--211
A. T. Chamillard and
Kim A. Braun Evaluating programming ability in an
introductory computer science course . . 212--216
Kevin Bowyer Video resources for use in teaching
ethics and computing . . . . . . . . . . 217--221
Pete Sanderson and
Ken Vollmar A primer for applying service learning
to computer science . . . . . . . . . . 222--226
Ian Sanders and
Conrad Mueller A fundamentals-based curriculum for
first year computer science . . . . . . 227--231
Herbert Tesser and
Hisham Al-Haddad and
Gary Anderson Instrumentation: a multi-science
integrated sequence . . . . . . . . . . 232--236
Derek Rayside and
Gerard T. Campbell Aristotle and object-oriented
programming: why modern students need
traditional logic . . . . . . . . . . . 237--244
John Lewis Myths about object-orientation and its
pedagogy . . . . . . . . . . . . . . . . 245--249
Yuzhen Ge and
Jiangeng Sun E-commerce and computer science
education . . . . . . . . . . . . . . . 250--255
Brad Richards Bugs as features: teaching network
protocols through debugging . . . . . . 256--259
Randolph M. Jones Design and implementation of computer
games: a capstone course for
undergraduate computer science education 260--264
Sharon M. Tuttle A capstone course for a computer
information systems major . . . . . . . 265--269
Steve Mosiman and
Christoph Hiemcke Interdisciplinary capstone group
project: designing autonomous race
vehicles . . . . . . . . . . . . . . . . 270--274
Terry Countermine and
Phil Pfeiffer Implementing an IT concentration in a CS
department: content, rationale, and
initial impact . . . . . . . . . . . . . 275--279
Robert Aiken and
Ned Kock and
Munir Mandviwalla Fluency in information technology: a
second course for non-CIS majors . . . . 280--284
David L. Spooner A Bachelor of Science in Information
Technology: an interdisciplinary
approach . . . . . . . . . . . . . . . . 285--289
Bruce S. Elenbogen and
Bruce R. Maxim and
Chris McDonald Yet, more Web exercises for learning C++ 290--294
Eric Roberts Strategies for encouraging individual
achievement in introductory computer
science courses . . . . . . . . . . . . 295--299
Stina Bridgeman and
Michael T. Goodrich and
Stephen G. Kobourov and
Roberto Tamassia SAIL: a system for generating,
archiving, and retrieving specialized
assignments using \LaTeX . . . . . . . . 300--304
Carlisle E. George EROSI --- visualising recursion and
discovering new errors . . . . . . . . . 305--309
J. Ángel Velázquez-Iturbide Recursion in gradual steps (is recursion
really that difficult?) . . . . . . . . 310--314
Dalit Levy and
Tami Lapidot Recursively speaking: analyzing
students' discourse of recursive
phenomena . . . . . . . . . . . . . . . 315--319
John Dickinson Operating systems projects built on a
simple hardware simulator . . . . . . . 320--324
Sung-Eun Choi and
E. Christopher Lewis A study of common pitfalls in simple
multi-threaded programs . . . . . . . . 325--329
Steven Robbins Experimentation with bounded buffer
synchronization . . . . . . . . . . . . 330--334
Jill Gerhardt-Powals and
Matthew H. Powals Distance education: law attempts to
catch up with technology (battle between
copyright owners and academics) . . . . 335--342
John Minor Ross Multimedia: from topic to course . . . . 343--346
Wendy Doube Distance teaching workloads . . . . . . 347--351
Scott M. Pike and
Bruce W. Weide and
Joseph E. Hollingsworth Checkmate: cornering C++ dynamic memory
errors with checked pointers . . . . . . 352--356
Judith Bishop and
Nigel Bishop Object-orientation in Java for
scientific programmers . . . . . . . . . 357--361
Robert E. Noonan An object-oriented view of backtracking 362--366
Denise Woit and
Dave Mason Enhancing student learning through
on-line quizzes . . . . . . . . . . . . 367--371
J. D. Chase and
Edward G. Okie Combining cooperative learning and peer
instruction in introductory computer
science . . . . . . . . . . . . . . . . 372--376
Duane J. Jarc and
Michael B. Feldman and
Rachelle S. Heller Assessing the benefits of interactive
prediction using Web-based algorithm
animation courseware . . . . . . . . . . 377--381
T. Dean Hendrix and
James H. Cross II and
Saeed Maghsoodloo and
Matthew L. McKinney Do visualizations improve program
comprehensibility? experiments with
control structure diagrams for Java . . 382--386
David C. Brown and
Isabel F. Cruz and
David Finkel and
Robert E. Kinicki and
Craig E. Wills Experiences with the Webware, interfaces
and networking experimental laboratory 387--391
Kam Hou Vat Teaching Software Psychology: expanding
the perspective . . . . . . . . . . . . 392--396
D. S. Tomer and
Doug Baldwin and
Carl H. Smith and
Peter B. Hendersen and
Venu Vadisigi CS1 and CS2 (panel session): foundations
of computer science and discrete
mathematics . . . . . . . . . . . . . . 397--398
K. Todd Stevens and
Joel Henry and
Pamela B. Lawhead and
John Lewis and
Constance Bland and
Mary Jane Peters Using large projects in a computer
science curriculum (panel session) . . . 399--400
Daniel D. McCracken and
Manuel A. Pérez-Quiñones and
Robert Bryant and
Fred Springsteel and
Anne-Louise Radimsky Experiences in starting computer
engineering programs (panel session) . . 401--402
Mary Ann Robbert and
Ming Wang and
Mario Guimaraes and
Martha E. Myers The database course (panel session):
what must be taught . . . . . . . . . . 403--404
Sue Fitzgerald and
Merry McDonald and
Norbert J. Kubilus and
Mark Fienup and
Dian Lopez Student outcomes assessment (panel
session): what works and what doesn't 405--406
Max Hailperin and
David Arnow and
Judith Bishop and
Chester Lund and
Lynn Andrea Stein Concurrency the first year (panel
session): experience reports . . . . . . 407--408
Doris K. Lidtke and
Willis King and
John Gorgone and
Gayle Yaverbaum Proposed information systems
accreditation criteria (panel session) 409--410
Eric Roberts and
C. Fay Cover and
Gerald Engel and
Carl Chang and
James H. Cross II and
Russ Shackelford Curriculum 2001 (panel session):
evaluating the Strawman report
representatives of the ACM/IEEE-CS task
force . . . . . . . . . . . . . . . . . 411--412
Doris K. Lidtke and
Lee Saperstein and
Kenneth Martin and
Della Bonnette What's new with ABET/CSAB integration
(panel session) . . . . . . . . . . . . 413
David G. Kay and
Clare Bates Congdon and
Sue Fitzgerald and
Merle S. King and
Pat Semmes Teaching advice and support for new and
adjunct faculty (panel session):
experiences, policies, and strategies 414--415
Owen Astrachan and
Robert Cartwight and
Rich Kick and
Cay Horstmann and
Fran Trees and
Gail Chapman and
David Gries and
Henry Walkers and
Ursula Wolz Recommendations for changes in advanced
placement computer science (panel
session) . . . . . . . . . . . . . . . . 416
Elliot Koffman and
Dorothy Deremer and
Chris McDonald and
Loren Rhodes and
Rebecca Thomas and
A. Joe Turner and
Curt White IT programs and CS departments (panel
session) . . . . . . . . . . . . . . . . 417--418
Angela B. Shiflet and
Philip Holmes and
Chuck Niederriter and
Robert M. Panoff and
Ernest Sibert Undergraduate computational science
education (panel session) . . . . . . . 419--420
Louise Moses and
Sally Fincher and
James Caristi Teams work (panel session) . . . . . . . 421--422
Reneée McCauley and
Nell Dale and
Thomas Hilburn and
Susan Mengel and
Branson W. Murrill The assimilation of software engineering
into the undergraduate computer science
curriculum (panel session) . . . . . . . 423--424
David G. Kay Intellectual property law basics for
computer science instructors (seminar
session) . . . . . . . . . . . . . . . . 425
John A. N. Lee and
Kevin Bowyer Future faculty development seminar in
ethics, social impact and alternative
teaching strategies (seminar session) 426
Alyce Brady and
Michael J. Clancy and
Kathleen Larson Introduction to the marine biology case
study (seminar session) . . . . . . . . 427
C. Dianne Martin and
Margaret Reek The National Science Foundation (seminar
session): funding opportunities for CS
faculty through the CCLI program . . . . 428
Michael Kölling and
John Rosenberg Objects first with Java and BlueJ
(seminar session) . . . . . . . . . . . 429
Mordechai Ben-Ari How to Get a Good Review . . . . . . . . 4--6
C. Dianne Martin Debunking the Puppy Baron culture . . . 7--7
Don Gotterbarn The education and licensing of software
professionals: the myth of ``a perfected
science'' considered harmful . . . . . . 8--9
John A. N. Lee Emulators of ``historic machines'' . . . 10--11
Tony Clear Practitioner education --- degrees of
difference? . . . . . . . . . . . . . . 11--12
John T. Gorgone A new IS graduate curriculum model ---
after eighteen years . . . . . . . . . . 13--14
Nell Dale Reflections on past research: part II 14--16
Renée McCauley ``Free source'' software --- what a
blessing! . . . . . . . . . . . . . . . 16--17
Deborah L. Knox SIGCSE endorses a new journal on
educational resources in computing . . . 17--18
Henry M. Walker Notes on grading . . . . . . . . . . . . 18--19
Judith L. Gersting and
Frank H. Young Experiences with ethical issues . . . . 20--21
Erkki Mäkinen and
Markku Siermala Restricted universe data structures . . 22--24
Renée McCauley and
Bill Manaris An information resource for computer
science educators . . . . . . . . . . . 25--29
Essam M. Arif A methodology for teaching
object-oriented programming concepts in
an advanced programming course . . . . . 30--34
J. Helene Gelderblom OOPtutor: a CBL system for introductory
object-oriented programming . . . . . . 35--38
Annagret Goold and
Russell Rimmer Factors affecting performance in
first-year computing . . . . . . . . . . 39--43
M. Afzal Bhatti Visual tool for teaching synchronization
problems in operating systems . . . . . 44--45
Gordana Jovanovic-Dolecek and
Victor H. Champac CGTDEMO --- educational software for the
central limit theorem . . . . . . . . . 46--48
Ana Rosso and
Marcela Daniele Our method to teach algorithmic
development . . . . . . . . . . . . . . 49--52
Amparo López Gaona The relevance of design in CS1 . . . . . 53--55
Michele Jacobsen and
Rob Kremer and
Mildred L. G. Shaw Experiments with distance learning in
software engineering graduate courses 56--59
J. Mark Pullen and
Eugene Norris and
Mark Fix Teaching C++ in a multi-user virtual
environment . . . . . . . . . . . . . . 60--64
C. Bravo and
M. A. Redondo and
M. Ortega and
J. Bravo DOMOSIMCOL: a simulation collaborative
environment for the learning of domotic
design . . . . . . . . . . . . . . . . . 65--67
Ali Elkateeb and
Ala Awad A WWW-based multimedia center for
learning data communications --- phase 1 68--73
Stephen Schaub Teaching Java with Graphics in CS1 . . . 71--73
James W. McGuffee Defining computer science . . . . . . . 74--76
Torben Lorenzen Publish your Excel grade book on the Web 77--78
Milan E. Soklic Impact of computing platforms on the
performance of the asymmetric traveling
salesman problem . . . . . . . . . . . . 79--81
Ming-Sun Li and
Marcus Wright On a modified nine-tails problem . . . . 82--82
Eric Roberts Computing education and the information
technology workforce . . . . . . . . . . 83--90
Hongchi Shi and
Yi Shang and
Su-Shing Chen A multi-agent system for computer
science education . . . . . . . . . . . 1--4
Fintan Culwin Lecturelets: web based Java enabled
lectures . . . . . . . . . . . . . . . . 5--8
Amruth Kumar Dynamically generating problems on
static scope . . . . . . . . . . . . . . 9--12
Daniel Nelson and
Yau Man Ng Teaching computer networking using open
source software . . . . . . . . . . . . 13--16
Andrew Bernat and
Patricia J. Teller and
Ann Gates and
Nellie Delgado Structuring the student research
experience . . . . . . . . . . . . . . . 17--20
Yifat Ben-David Kolikant and
Mordechai Ben-Ari and
Sarah Pollack The anthropology semaphores . . . . . . 21--24
Dianne Hagan and
Selby Markham Does it help to have some programming
experience before beginning a computing
degree program? . . . . . . . . . . . . 25--28
Bunny J. Tjaden and
Brett C. Tjaden A worldwide, Web-based study of the
attitudes of college freshmen toward
computing . . . . . . . . . . . . . . . 29--32
Chris Exton Elucidate: a tool to aid comprehension
of concurrent object oriented execution 33--36
Guido Rößling and
Markus Schüer and
Bernd Freisleben The ANIMAL algorithm animation tool . . 37--40
Wanda Dann and
Stephen Cooper and
Randy Pausch Making the connection: programming with
animated small world . . . . . . . . . . 41--44
Mirko Raner Teaching object-orientation with the
Object Visualization and Annotation
Language (OVAL) . . . . . . . . . . . . 45--48
Martin Dick and
Margot Postema and
Jan Miller Teaching tools for software engineering
education . . . . . . . . . . . . . . . 49--52
Thomas B. Hilburn Teams need a process! . . . . . . . . . 53--56
Maurice Abi-Raad Systems analysis with attitude! . . . . 57--60
Xristine Faulkner and
Fintan Culwin Enter the usability engineer:
integrating HCI and software engineering 61--64
Kurt Nòrmark A suite of WWW-based tools for advanced
course management . . . . . . . . . . . 65--68
Kuo-Liang Ou and
Gwo-Dong Chen and
Chen-Chung Liu and
Baw-Jhiune Liu Instructional instruments for Web group
learning systems: the grouping,
intervention, and strategy . . . . . . . 69--72
Sami Khuri and
Hsiu-Chin Hsu Interactive packages for learning image
compression algorithms . . . . . . . . . 73--76
Frank Klassner Can Web development courses avoid
obsolescence? . . . . . . . . . . . . . 77--80
David Ginat Colorful examples for elaborating
exploration of regularities in
high-school CS1 . . . . . . . . . . . . 81--84
Debora Weber-Wulff Combating the code warrior: a different
sort of programming instruction . . . . 85--88
Andreas Zeller Making students read and review code . . 89--92
Tony Greening Students seen flocking in programming
assignments . . . . . . . . . . . . . . 93--96
Herman Koppleman and
Charles P. A. G. van der Mast and
Elisabeth M. A. G. van Dijk and
Gerrit C. van der Veer Team projects in distance education: a
case in HCI design . . . . . . . . . . . 97--100
J. Mark Pullen The Internet-based lecture: converging
teaching and technology . . . . . . . . 101--104
Joakim von Wright Distance tutorials in a systems design
course . . . . . . . . . . . . . . . . . 105--107
John Rosbottom and
Jonathan Crellin and
Dave Fysh A generic model for on-line learning . . 108--111
Peter Chalk Apprenticeship learning of software
engineering using Webworlds . . . . . . 112--115
Anne Morgan Spalter and
Rosemary Michelle Simpson Integrating interactive computer-based
learning experiences into established
curricula: a case study . . . . . . . . 116--119
Yi Shang and
Hongchi Shi and
Su-Shing Chen Agent technology in computer science and
engineering curriculum . . . . . . . . . 120--123
Steve Carr and
Ching-Kuang Shene A portable class library for teaching
multithreaded programming . . . . . . . 124--127
Mary Z. Last and
Mats Daniels and
Vicki L. Almstrum and
Carl Erickson and
Bruce Klein An international student/faculty
collaboration: the Runestone project . . 128--131
Charles Kelemen and
Allen Tucker and
Peter Henderson and
Owen Astrachan and
Kim Bruce Has our curriculum become math-phobic?
(an American perspective) . . . . . . . 132--135
Congxin Wu and
Bokan Zhang Embedding problem of noncompact fuzzy
number space E (II) . . . . . . . . . . 135--142
J. R. Davy and
K. Audin and
M. Barkham and
C. Joyner Student well-being in a computing
department . . . . . . . . . . . . . . . 136--139
S. P. Maj and
D. Veal and
P. Charlesworth Is computer technology taught upside
down? . . . . . . . . . . . . . . . . . 140--143
Elizabeth Odekirk and
Dominic Jones and
Peter Jensen Three semesters of CSO using Java:
assignments and experiences . . . . . . 144--147
Barry Fagin Using Ada-based robotics to teach
computer science . . . . . . . . . . . . 148--151
H. Hosny and
O. Khaled and
M. E. Fathalla ILE: a Java-based environment for CS
courses . . . . . . . . . . . . . . . . 152--155
Jeff Raab and
Richard Rasala and
Viera K. Proulx Pedagogical power tools for teaching
Java . . . . . . . . . . . . . . . . . . 156--159
Ari Korhonen and
Lauri Malmi Algorithm simulation with automatic
assessment . . . . . . . . . . . . . . . 160--163
David Jackson A semi-automated approach to online
assessment . . . . . . . . . . . . . . . 164--167
John English and
Phil Siviter Experience with an automatically
assessed course . . . . . . . . . . . . 168--171
Tony Greening and
Glenn Stevens and
David Stratton A case for data-driven testing . . . . . 172--175
Erkki Sutinen Future challenges in program
visualization (panel session) . . . . . 176--177
Bruce J. Klein and
Mats Daniels and
Dianne Hagan and
Anders Berglund and
Annegret Goold and
Mary Last and
Tony Clear and
Erkki Sutinen Teaching inter-institutional courses
(panel session): sharing challenges and
resources . . . . . . . . . . . . . . . 178--179
Robert Boyle Do it themselves . . . . . . . . . . . . 180--180
Ainslie Ellis Toolbook multimedia demonstrations for
Java programming . . . . . . . . . . . . 181--181
Jill Gerhardt-Powals Have a great lab without needing roller
skates . . . . . . . . . . . . . . . . . 182--182
Mike Hobbs Email groups for learning and assessment 183--183
Mark A. Holliday A kernel-based synchronization
assignment for the operating systems
course . . . . . . . . . . . . . . . . . 184--184
Jay Martin Anderson Algorithm visualization using QuickTime
movies for student interaction (poster
session).: algorithms from computational
geometry . . . . . . . . . . . . . . . . 185--185
João Paulo Barros and
Rui Pais A versatile assignment in CS 2 (poster
session): a file compression utility
based on the Huffman code . . . . . . . 185--185
Constance G. Bland and
Pamela B. Lawhead Agents, profiles, learning styles and
tutors (poster session) . . . . . . . . 185--185
J. M. Burgos and
J. Galve and
J. García and
J. J. Moreno and
S. Muñoz and
D. Villén Abstract solution design by
specification refinement . . . . . . . . 186--186
Janet Carter What the students said about plagiarism 186--186
Chih-Kai Chang Discovering learning patterns from Web
logs by concept transformation analysis
(poster session) . . . . . . . . . . . . 186--187
Ng S. T. Chong and
Masao Sakauchi A multi-modal chat for coordinated
interaction (poster session) . . . . . . 187--187
Alex Davidovic and
James Warren and
Elena Tricina Structural example-based adaptive
tutoring system (poster session) (SEATS) 187--187
Gladys García Delgado Ethical knowledge for an electronic era
(poster session) . . . . . . . . . . . . 187--188
Evgeny Eremin Software system to learn objects (poster
session) . . . . . . . . . . . . . . . . 188--188
Annegret Goold and
Russell Rimmer Undergraduates in business computing and
computer science (poster session) . . . 188--188
Dianne Hagan Using BlueJ to teach Java (poster
session) . . . . . . . . . . . . . . . . 188--189
Jorma Kajaval and
Rauno Varonen The professional growth of ICT experts
through progressive sandwich training
(poster session) . . . . . . . . . . . . 189--189
Boris Koldehofe and
Marina Papatriantafilou and
Philippas Tsigas LYDIAN (poster session): an extensible
educational animation environment for
distributed algorithms . . . . . . . . . 189--189
Martha J. Kosa Distributed algorithms in the discrete
mathematics course (poster session) . . 189--190
Fredrik Manne Competing in computing (poster session) 190--190
Barbara Mento and
Donna Tupper and
Kathleen Harmeyer and
Sylvia Sorkin Internet and multimedia technology
curriculum development (poster session) 190--191
Elizabeth Odekirk Analyzing student programs (poster
session) . . . . . . . . . . . . . . . . 191--191
Guido Rößling and
Bernd Freisleben TOPKAPI (poster session): a tool for
performing knowledge tests over the WWW 191--191
M. Satrazemi and
V. Dajdiielis Telemachus an effective electronic
marker of students' programming
assignments (poster session) . . . . . . 191--192
David A. Scanlan Student preference for multimedia-based
lectures (poster session): a preliminary
report . . . . . . . . . . . . . . . . . 192--192
Judy Sheard and
Margot Postema and
Selby Markham Subject differences in student attitudes
to paper-based and Web-based resources
(poster session) . . . . . . . . . . . . 192--193
Ching-Kuang Shene and
John Lowther Computing with geometry as an
undergraduate course (poster session) 193--193
Ching-Kuang Shene and
John Lowther DesignMentor (poster session): a
pedagogical tool for graphics and
computer-aided design . . . . . . . . . 193--193
Soo-Bum Shin and
In-Hwan Yoo and
Chul-Hyun Lee and
Tae-Wuk Lee Plan of teaching & learning for database
software through situated learning
(poster session) . . . . . . . . . . . . 193--194
Raja Sooriamurthi Using recursion as a tool to reinforce
functional abstraction (poster session) 194--194
David Stratton ``Network protocols and services'': a
non-specialist approach to teaching
networking (poster session) . . . . . . 194--194
Minoru Terada Program paper-slide-show (poster
session) . . . . . . . . . . . . . . . . 194--195
Errol Thompson Learning process maturity (poster
session) . . . . . . . . . . . . . . . . 195--195
In-Hwan Yoo and
Soo-Bum Shin and
Chul-Hyun Lee and
Tae-Wuk Lee Present status and direction of
information curriculum of Korea . . . . 195--195
Michael R. Williams Do we teach computer science as religion
or as history? . . . . . . . . . . . . . 4--5
Don Gotterbarn On being a UCITArian: winning the race
to the bottom . . . . . . . . . . . . . 6--7
C. Dianne Martin More on the ``dark side'' of computing 8--9
John A. N. Lee History in computer science education:
across the curriculum initiatives . . . 9--10
Tony Clear Competition versus cooperation: models
for computer education? . . . . . . . . 11--12
John T. Gorgone CSAB authorizes visits to test IS/IT
proposed accreditation criteria . . . . 13--14
Renée McCauley Computer science education links ---
what next? . . . . . . . . . . . . . . . 14--15
Deborah L. Knox A preview of the premier issue of JERIC 15--16
Henry M. Walker Balancing the forest and the trees in
courses . . . . . . . . . . . . . . . . 17--18
Judith L. Gersting and
Frank H. Young Experiences with ethical issues: part 2 18--19
David Ginat Placement calculations . . . . . . . . . 20--21
Dale Shaffer Internet-based distance learning: a
multi-continental perspective . . . . . 22--23
Wim Pijls LR and LL parsing: some new points of
view . . . . . . . . . . . . . . . . . . 24--27
Amos O. Olagunju The role of scientific discovery in
teaching and learning of computer
science . . . . . . . . . . . . . . . . 28--31
Jarmo Siltaneva and
Erkki Mäkinen A note on the expected distribution of
degrees in random binary trees . . . . . 32--33
Abdulmalik S. Al-Salman and
Jacob Adeniyi Computer science education in a Saudi
Arabian university: a comparative study
of its B.Sc. program . . . . . . . . . . 34--39
Victor Matos and
Rebecca Grasser RELAX --- the relational algebra pocket
calculator project . . . . . . . . . . . 40--44
Donna S. Reese Using multiplayer games to teach
interprocess communication mechanisms 45--47
Cristóbal Pareja-Flores and
J. Ángel Velázquez-Iturbide Local versus comprehensive assignments:
two complementary approaches . . . . . . 48--51
Norman Jacobson Using on-computer exams to ensure
beginning students' programming
competency . . . . . . . . . . . . . . . 53--56
Scott Grissom A pedagogical framework for introducing
Java I/O in CS1 . . . . . . . . . . . . 57--59
Doug Baldwin Some thoughts on undergraduate teaching
and the Ph.D. . . . . . . . . . . . . . 60--62
Paul T. Tymann and
G. Michael Schneider Modern software development concepts: a
new philosophy for CS2 . . . . . . . . . 63--65
Michael J. Bossé and
N. R. Nandakumar Real-world problem-solving, pedagogy,
and efficient programming algorithms in
computer education . . . . . . . . . . . 66--69
M. Khalid Hamza and
Bassem Alhalabi and
David M. Marcovitz Creative pedagogy for computer learning:
eight effective tactics . . . . . . . . 70--73
Eric Roberts An overview of MiniJava . . . . . . . . 1--5
Kim B. Bruce and
Andrea Danyluk and
Thomas Murtagh A library to support a graphics-based
object-first approach to CS 1 . . . . . 6--10
Elliot Koffman and
Ursula Wolz A simple Java package for GUI-like
interactivity . . . . . . . . . . . . . 11--15
Duane Buck and
David J. Stucki JKarelRobot: a case study in supporting
levels of cognitive development in the
computer science curriculum . . . . . . 16--20
David Ginat Misleading intuition in algorithmic
problem solving . . . . . . . . . . . . 21--25
Paolo Bucci and
Timothy J. Long and
Bruce W. Weide Do we really teach abstraction? . . . . 26--30
W. Garrett Mitchener and
Amin Vahdat A chat room assignment for teaching
network security . . . . . . . . . . . . 31--35
John M. D. Hill and
Curtis A. Carver, Jr. and
Jeffrey W. Humphries and
Udo W. Pooch Using an isolated network laboratory to
teach advanced networks and security . . 36--40
David Janzen From RS-232 to object request brokers:
incremental object-oriented networking
projects . . . . . . . . . . . . . . . . 41--44
Joseph A. Turner and
Joseph L. Zachary Javiva: a tool for visualizing and
validating student-written Java programs 45--49
Byron Weber Becker Teaching CS1 with Karel the robot in
Java . . . . . . . . . . . . . . . . . . 50--54
Elizabeth Odekirk-Hash and
Joseph L. Zachary Automated feedback on programs means
students need less help from teachers 55--59
Stephan Diehl and
Andreas Kerren Levels of exploration . . . . . . . . . 60--64
Christopher M. Boroni and
Frances W. Goosey and
Michael T. Grinder and
Rockford J. Ross Engaging students with active learning
resources: hypertextbooks for the Web 65--69
Guido Rößling and
Bernd Freisleben AnimalScript: an extensible scripting
language for algorithm animation . . . . 70--74
Guy W. Zimmerman and
Dena E. Eber When worlds collide!: an
interdisciplinary course in
virtual-reality art . . . . . . . . . . 75--79
Joe W. Marks and
William T. Freeman and
Henry H. Leitner Teaching Applied Computing without
Programming: a Case-Based Introductory
Course for General Education . . . . . . 80--84
D. Robert Adams and
Carl Erickson Teaching networking and operating
systems to information systems majors 85--89
Randal E. Bryant and
David R. O'Hallaron Introducing computer systems from a
programmer's perspective . . . . . . . . 90--94
Ursula Wolz Teaching design and project management
with Lego RCX robots . . . . . . . . . . 95--99
David Reed Rethinking CS0 with JavaScript . . . . . 100--104
Robert M. Harlan and
David B. Levine and
Shelley McClarigan The Khepera robot and the kRobot class:
a platform for introducing robotics in
the undergraduate curriculum . . . . . . 105--109
Matthew Merzbacher Open artificial intelligence --- one
course for all . . . . . . . . . . . . . 110--113
Linda Bright Lankewicsz Undergraduate research in genetic
algorithms . . . . . . . . . . . . . . . 114--118
John L. Lowther and
Ching-Kuang Shene Computing with geometry as an
undergraduate course: a three-year
experience . . . . . . . . . . . . . . . 119--123
Orit Hazzan Teaching the human aspect of software
engineering --- a case study . . . . . . 124--128
Michael T. Goodrich and
Roberto Tamassia Teaching Internet algorithmics . . . . . 129--133
Michael A. Redmond A computer program to aid assignment of
student project groups . . . . . . . . . 134--138
Edward F. Gehringer Electronic peer review and peer grading
in computer-science courses . . . . . . 139--143
Vir V. Phoha An interactive dynamic model for
integrating knowledge management methods
and knowledge sharing technology in a
traditional classroom . . . . . . . . . 144--148
John K. Estell IPP: a Web-based interactive programming
portfolio . . . . . . . . . . . . . . . 149--153
Ray Lischner Explorations: structured labs for
first-time programmers . . . . . . . . . 154--158
A. T. Chamillard and
Jay K. Joiner Using lab practica to evaluate
programming ability . . . . . . . . . . 159--163
Kay A. Robbins and
Catherine Sauls Key and
Keith Dickinson and
John Montgomery Solving the CS1/CS2 lab dilemma:
students as presenters in CS1/CS2
laboratories . . . . . . . . . . . . . . 164--168
Michael J. Jipping and
Joshua Krikke and
Sarah Dieter and
Samantha Sandro Using handheld computers in the
classroom: laboratories and
collaboration on handheld machines . . . 169--173
Anne Gates Applin Second language acquisition and CS1 . . 174--178
Malcolm Morrison and
Timothy S. Newman A study of the impact of student
background and preparedness on outcomes
in CS I . . . . . . . . . . . . . . . . 179--183
Brenda Cantwell Wilson and
Sharon Shrock Contributing to success in an
introductory computer science course: a
study of twelve factors . . . . . . . . 184--188
Ann E. Fleury Encapsulation and reuse as viewed by
Java students . . . . . . . . . . . . . 189--193
Carl Bredlau and
Dorothy Deremer Assembly language through the Java
Virtual Machine . . . . . . . . . . . . 194--198
S. P. Maj and
D. Veal and
R. Duley A proposed new high level abstraction
for computer technology . . . . . . . . 199--203
William Yurcik and
Larry Brumbaugh A Web-based Little Man Computer
simulator . . . . . . . . . . . . . . . 204--208
Douglas Harms and
Dave Berque Using a PDP-11/10 to teach content and
history in computer organization courses 209--213
Julie Barnes and
Laura Leventhal Turing the tables: introducing software
engineering concepts in a user interface
design course . . . . . . . . . . . . . 214--218
Mark Guzdial Using squeak for teaching user interface
software . . . . . . . . . . . . . . . . 219--223
Lori Pollock and
Mike Jochen Making parallel programming accessible
to inexperienced programmers through
cooperative learning . . . . . . . . . . 224--228
Stephen J. Hartley ``Alfonse, give me a call!'' . . . . . . 229--232
Michael Docherty and
Peter Sutton and
Margot Brereton and
Simon Kaplan An innovative design and studio-based CS
degree . . . . . . . . . . . . . . . . . 233--237
F. Golshani and
S. Panchanathan and
O. Friesen and
Y. C. Park and
J. J. Song A comprehensive curriculum for IT
education and workforce development: an
engineering approach . . . . . . . . . . 238--242
Allen B. Tucker and
Charles F. Kelemen and
Kim B. Bruce Our curriculum has become math-phobic! 243--247
L. A. Smith King and
John Barr and
Ben Coleman What could be more SLic?: projects for
the programming languages course . . . . 248--252
Michael R. Wick and
Daniel E. Stevenson A reductionist approach to a course on
programming languages . . . . . . . . . 253--257
Michael R. Wick Kaleidoscope: using design patterns in
CS1 . . . . . . . . . . . . . . . . . . 258--262
Dung (`Zung') Nguyen and
Stephen B. Wong Design patterns for sorting . . . . . . 263--267
Timothy S. Gegg-Harrison Ancient Egyptian numbers: a CS-complete
example . . . . . . . . . . . . . . . . 268--272
Erik Herzog and
Peter Loborg and
Simin Nadjm-Tehrani Real-time lab exercises: a teacher's
dilemma . . . . . . . . . . . . . . . . 273--277
Joseph M. Clifton A CS/SE approach to a real-time embedded
systems software development course . . 278--281
Joseph Bergin A pattern language for initial course
design . . . . . . . . . . . . . . . . . 282--286
Lori Pollock Integrating an intensive experience with
communication skills development into a
computer science course . . . . . . . . 287--291
Raymond Lister Objectives and objective assessment in
CS1 . . . . . . . . . . . . . . . . . . 292--296
Richard Rasala and
Jeff Raab and
Viera K. Proulx Java power tools: model software for
teaching object-oriented design . . . . 297--301
Owen Astrachan OO overkill: when simple is better than
not . . . . . . . . . . . . . . . . . . 302--306
Ralph Morelli and
Ralph Walde and
Gregg Marcuccio A Java API for historical ciphers: an
object-oriented design project . . . . . 307--311
Tyrone Nicholas and
Jerzy A. Barchanski TOS: an educational distributed
operating system in Java . . . . . . . . 312--316
Steven Robbins Starving philosophers: experimentation
with monitor synchronization . . . . . . 317--321
John L. Donaldson Architecture-dependent operating system
project sequence . . . . . . . . . . . . 322--326
Laurie Williams and
Richard L. Upchurch In support of student pair-programming 327--331
Allen Parrish and
Brandon Dixon and
David Cordes Binary software components in the
undergraduate computer science
curriculum . . . . . . . . . . . . . . . 332--336
Edward L. Jones Integrating testing into the curriculum
--- arsenic in small doses . . . . . . . 337--341
Jon A. Preston and
Laura Wilson Offering CS1 on-line reducing campus
resource demand while improving the
learning environment . . . . . . . . . . 342--346
Richard Anderson and
Martin Dickey and
Hal Perkins Experiences with tutored video
instruction for introductory programming
courses . . . . . . . . . . . . . . . . 347--351
Judy Brown and
Jiayun Lu Designing better online teaching
material . . . . . . . . . . . . . . . . 352--356
Susan D. Urban and
Suzanne W. Dietrich Advanced database concepts for
undergraduates: experience with teaching
a second course . . . . . . . . . . . . 357--361
Suzanne W. Dietrich and
Dan Suceava and
Chakrapani Cherukuri and
Susan D. Urban A reusable graphical user interface for
manipulating object-oriented databases
using Java and XML . . . . . . . . . . . 362--366
Ming Wang Implementation of object-relational
DBMSs in a relational database course 367--370
Robert Montante and
Zahira Khan Specialized certification programs in
computer science . . . . . . . . . . . . 371--375
Kathleen Harmeyer and
Donna Tupper and
William Beck and
Sylvia Sorkin Preparing students for Internet and
multimedia technology careers . . . . . 376--380
D. Veal and
S. P. Maj and
Rick Duley Assessing ``hands on'' skills on CS1
computer & network technology units . . . 381--385
Shari Lawrence Pfleeger and
Pat Teller and
Sheila E. Castaneda and
Manda Wilson and
Rowan Lindley Increasing the enrollment of women in
computer science . . . . . . . . . . . . 386--387
John Stasko and
Mark Guzdial and
Mike Clancy and
Nell Dale and
Sally Fincher Models and areas for CS education
research . . . . . . . . . . . . . . . . 388--389
David Gries and
Bill Marion and
Peter Henderson and
Diane Schwartz How mathematical thinking enhances
computer science problem solving . . . . 390--391
Gordon Davies and
Wendy Doube and
Wendy Lawrence-Fowler and
Dale Shaffer Quality in distance education . . . . . 392--393
Allen Parrish and
Joe Hollingsworth and
Peter Maurer and
Benjamin Shults and
Bruce Weide Identifying an appropriate view of
software components for undergraduate
education . . . . . . . . . . . . . . . 394--395
Barbara Boucher Owens and
Fran Hunt and
Stuart Reges and
Cary Laxer The university perspective: awarding
credit for advanced placement (AP) in
computer science . . . . . . . . . . . . 396--397
Samuel A. Rebelsky and
Peter B. Henderson and
Amruth N. Kumar and
F. N. (Fred) Springsteel Why I do declare!: declarative
programming in the undergraduate
curriculum . . . . . . . . . . . . . . . 398--399
Bei-Tseng (Bill) Chu and
Venu Dasigi and
John Gorgone and
David Spooner Information technology curriculum
development . . . . . . . . . . . . . . 400--401
Lewis E. Hitchner and
Judith Gersting and
Peter B. Henderson and
Philip Machanick and
Yale N. Patt Programming early considered harmful . . 402--403
Michael Goldweber and
Clare Congdon and
Barry Fagin and
Deborah Hwang and
Frank Klassner The use of robots in the undergraduate
curriculum: experience reports . . . . . 404--405
Carolee Stewart-Gardiner and
David G. Kay and
Joyce Currie Little and
Joseph D. Chase and
John Fendrich and
Laurie A. Williams and
Ursula Wolz Collaboration vs plagiarism in computer
science programming courses . . . . . . 406--407
Nell Dale and
Rick Mercer and
Elliot Koffman and
Walter Savitch Writing a textbook: walking the gauntlet 408--409
Byron Weber Becker and
Richard Rasala and
Joseph Bergin and
Christine Shannon and
Eugene Wallingford Polymorphic panelists . . . . . . . . . 410--411
Nick Parlante and
Mike Clancy and
Stuart Reges and
Julie Zelenski and
Owen Astrachan Nifty assignments panel . . . . . . . . 412--413
Dan Curtin and
Gary Lewandowski and
Carla Purdy and
Dennis Gibson and
Lisa Meeden The nuts and bolts of academic careers:
a primer for students and beginning
faculty . . . . . . . . . . . . . . . . 414--415
Ann S. Ferren and
J. A. N. Lee and
Ivan Liss and
J. D. Chase and
Robert Phillips The design and development of the
College of Information Technology at
Radford University . . . . . . . . . . . 416--417
Jane Prey ACM SIGCSE NSF CCLI project showcase . . 418--418
Scott Grissom and
Tom Naps and
Nick Parlante and
Pamela Lawhead Practical teaching tips from around the
world . . . . . . . . . . . . . . . . . 419--419
Andrew Bernat and
Harriet Taylor Taking advantage of national science
foundation funding opportunities . . . . 420--420
John T. Gorgone and
Doris K. Lidtke and
David Feinstein Status of information systems
accreditation . . . . . . . . . . . . . 421--422
David Gries and
Kathleen Larson and
Susan H. Rodger and
Mark A. Weiss and
Ursula Wolz AP CS goes OO . . . . . . . . . . . . . 423--24
David Ginat and
Dan Garcia and
Owen Astrachan and
Joseph Bergin Colorful illustrations of algorithmic
design techniques and problem solving 425--426
Debra Burton Farrior and
Daniel E. Hallock Using project management concepts and
Microsoft project software as a tool to
develop and manage both on-line and
on-campus courses and student team
projects . . . . . . . . . . . . . . . . 427--427
Richard G. Epstein The play's the thing: ElderCare VR . . . 428--428
Carl Alphonce and
Debra Burhans and
Helene Kershner and
Barbara Sherman and
Deborah Walters and
Erica Eddy and
Gloria Melara and
Pete DePasquale and
J. Philip East and
Fred Springsteel and
Kurt F. Lauckner Teaching using off-the shelf on-line
materials . . . . . . . . . . . . . . . 429--430
Peter J. Denning and
Wayne Dyksen and
Richard LeBlanc and
Edward Robertson Model curricula for IT schools: report
of a curriculum committee . . . . . . . 431--432
Eric Roberts and
Gerald Engel and
C. Fay Cover and
Andrew McGettrick and
Carl Chang and
Ursula Wolz Computing curricula 2001 how will it
work for you? . . . . . . . . . . . . . 433--434
Joe Turner Invited editorial: reflections on
curriculum development in computing
programs . . . . . . . . . . . . . . . . 4--6
C. Dianne Martin .Ethics @ .coms: why Internet start-ups
need ethics codes . . . . . . . . . . . 7--8
John A. N. Lee History in computer science education:
across the curriculum initiatives . . . 8--8
Tony Clear Research paradigms and the nature of
meaning and truth . . . . . . . . . . . 9--10
John T. Gorgone National IT curricula: issues,
definition, trends, and standards . . . 11--12
Nell Dale ACE 2000 . . . . . . . . . . . . . . . . 12--14
Renée McCauley A bounty of accessible language
translation tools . . . . . . . . . . . 14--15
Deborah L. Knox Mentoring student research: award
winning poster presentations . . . . . . 15--17
Judith L. Gersting and
Frank H. Young Shall we write? . . . . . . . . . . . . 18--19
David Ginat Color conversion . . . . . . . . . . . . 20--21
Gordon Davies Distance learning at the University of
Texas--Pan American . . . . . . . . . . 22--23
Karl J. Klee Update on two-year college activities 23--24
John A. N. Lee Teaching and learning in the 21st
century: the development of ``future CS
faculty'' . . . . . . . . . . . . . . . 25--30
Said Hadjerrouit Web-based application development: a
software engineering approach . . . . . 31--34
Timothy J. Rolfe Binomial coefficient recursion: the
good, and the bad and ugly . . . . . . . 35--36
Amos O. Olagunju and
Katrenia Geiger Just clicking some theoretical aspects
of computing . . . . . . . . . . . . . . 37--38
Nancy E. Miller and
Donna S. Reese A placement examination for computer
science II . . . . . . . . . . . . . . . 39--42
Theresa Beaubouef and
Richard Lucas and
James Howatt The UNLOCK system: enhancing problem
solving skills in CS-1 students . . . . 43--46
Jucain E. Butler and
Jay B. Brockman A Web-based learning tool that simulates
a simple computer architecture . . . . . 47--50
Evan Golub PC-based development environments and a
Unix-centric curriculum: some practical
issues . . . . . . . . . . . . . . . . . 51--54
Gireesh K. Gupta Information technology and liberal arts 55--57
Mordechai Ben-Ari The bug that destroyed a rocket . . . . 58--59
Henry Walker SIGCSE Treasurer's report for the June
2001 SIGCSE Bulletin . . . . . . . . . . 60--62
Vicki L. Almstrum and
C. Neville Dean and
Don Goelman and
Thomas B. Hilburn and
Jan Smith Support for teaching formal methods . . 71--88
Joseph Bergin and
Charles Kelemen and
Myles F. McNally and
Thomas L. Naps and
Michael Goldweber and
Chris Power and
Stephen J. Hartley Non-programming resources for an
introduction to CS: a collection of
resources for the first courses in
computer science . . . . . . . . . . . . 89--100
Tony Clear and
Arto Haataja and
Jeanine Meyer and
Jarkko Suhonen and
Stuart A. Varden Dimensions of distance learning for
computer education . . . . . . . . . . . 101--110
Lillian (Boots) Cassel and
Mark A. Holliday and
Deepak Kumar and
John Impagliazzo and
Kevin Bolding and
Murray Pearson and
Jim Davies and
Gregory S. Wolffe and
William Yurcik Distributed expertise for teaching
computer organization & architecture . . 111--126
Jari Lavonen and
Veijo Meisalo and
Matti Lattu and
Liisa Leinonen and
Tadeusz Wilusz Using computers in science and
technology education . . . . . . . . . . 127--135
Joyce Currie Little and
Mary J. Granger and
Elizabeth S. Adams and
Jaana Holvikivi and
Susan K. Lippert and
Henry MacKay Walker and
Alison Young Integrating cultural issues into the
computer and information technology
curriculum . . . . . . . . . . . . . . . 136--154
Kim B. Bruce and
Andrea P. Danyluk and
Thomas P. Murtagh Event-driven programming is simple
enough for CS1 . . . . . . . . . . . . . 1--4
Ignacio Aedo and
Paloma Díaz Applying software engineering methods
for hypermedia systems . . . . . . . . . 5--8
Kam Hou Vat Teaching HCI with scenario-based design:
the constructivist's synthesis . . . . . 9--12
Michael F. Czajkowski and
Cheryl V. Foster and
Thomas T. Hewett and
Joseph A. Casacio and
William C. Regli and
Heike A. Sperber A student project in software evaluation 13--16
Mark Guzdial Use of collaborative multimedia in
computer science classes . . . . . . . . 17--20
Emilia Mendes and
Nile Mosley and
Steve Counsell The cognitive flexibility theory: an
approach for teaching Hypermedia
Engineering . . . . . . . . . . . . . . 21--24
Raja Sooriamurthi Problems in comprehending recursion and
suggested solutions . . . . . . . . . . 25--28
Rod Learmonth Flexible delivery of information systems
as a core MBA subject . . . . . . . . . 29--32
Michael Kölling and
John Rosenberg Guidelines for teaching object
orientation with Java . . . . . . . . . 33--36
Thomas P. Murtagh Teaching breadth-first depth-first . . . 37--40
Bruria Haberman and
Yifat Ben-David Kolikant Activating ``black boxes'' instead of
opening ``zipper'' --- a method of
teaching novices basic CS concepts . . . 41--44
Amruth N. Kumar Learning the interaction between
pointers and scope in C++ . . . . . . . 45--48
Pat Byrne and
Gerry Lyons The effect of student attributes on
success in programming . . . . . . . . . 49--52
Tony Jenkins The motivation of students of
programming . . . . . . . . . . . . . . 53--56
Thomas Lancaster and
Fintan Culwin Towards an error free plagiarism
detection process . . . . . . . . . . . 57--60
Martin Dick and
Judy Sheard and
Selby Markham Is it okay to cheat? --- the views of
postgraduate students . . . . . . . . . 61--64
Wilson P. Paula Filho Requirements for an educational software
development process . . . . . . . . . . 65--68
Martha L. Hause and
Vicki L. Almstrum and
Mary Z. Last and
M. R. Woodroffe Interaction factors in software
development performance in distributed
student teams in computer science . . . 69--72
Rebecca H. Rutherfoord Using personality inventories to help
form teams for software engineering
class projects . . . . . . . . . . . . . 73--76
K. Todd Stevens Experiences teaching software
engineering for the first time . . . . . 77--80
David Ginat Metacognitive awareness utilized for
learning control elements in algorithmic
problem solving . . . . . . . . . . . . 81--84
Peter Chalk Scaffolding learning in virtual
environments . . . . . . . . . . . . . . 85--88
John Rosbottom Hybrid learning --- a safe route into
Web-based open and distance learning for
the computer science teacher . . . . . . 89--92
Angela Carbone and
John Hurst and
Ian Mitchell and
Dick Gunstone Characteristics of programming exercises
that lead to poor learning tendencies:
Part II . . . . . . . . . . . . . . . . 93--96
Vic Ciesielski and
Peter McDonald Using animation of state space
algorithms to overcome student learning
difficulties . . . . . . . . . . . . . . 97--100
Sami Khuri and
Klaus Holzapfel EVEGA: an educational visualization
environment for graph algorithms . . . . 101--104
Antti Karvonen and
Erkki Rautama and
Jorma Tarhio and
Jari Turkia Versatile concept map viewing on the Web 105--108
Wanda Dann and
Stephen Cooper and
Randy Pausch Using visualization to teach novices
recursion . . . . . . . . . . . . . . . 109--112
Lisa C. Kaczmarczyk Accreditation and student assessment in
distance education: why we all need to
pay attention . . . . . . . . . . . . . 113--116
Lisa C. Kaczmarczyk Accreditation and student assessment in
distance education (poster session): why
we all need to pay attention . . . . . . 113--116
Pete Thomas and
Kit Logan Observational studies of student errors
in a distance learning environment using
a remote recording and replay tool . . . 117--120
Tony Clear and
Mats Daniels A cyber-icebreaker for an effective
virtual group? . . . . . . . . . . . . . 121--124
Shiva Azadegan and
Chao Lu An international common project:
implementation phase . . . . . . . . . . 125--128
Dorota M. Huizinga Identifying topics for instructional
improvement through on-line tracking of
programming assignments . . . . . . . . 129--132
Riku Saikkonen and
Lauri Malmi and
Ari Korhonen Fully automatic assessment of
programming exercises . . . . . . . . . 133--136
Maria Satratzemi and
Vassilios Dagdilelis and
Georgios Evagelidis A system for program visualization and
problem-solving path assessment of
novice programmers . . . . . . . . . . . 137--140
M. Dee Medley Using qualitative research software for
CS education research . . . . . . . . . 141--144
Mark Claypool and
David Finkel and
Craig Wills An open source laboratory for operating
systems projects . . . . . . . . . . . . 145--148
Boris Koldehofe and
Philippas Tsigas Using actors in an interactive animation
in a graduate course on distributed
system . . . . . . . . . . . . . . . . . 149--152
Enrico Carniani and
Renzo Davoli The NetWire emulator: a tool for
teaching and understanding networks . . 153--156
Jon Rickman and
Merry McDonald and
Gary McDonald and
Phillip Heeler Enhancing the computer networking
curriculum . . . . . . . . . . . . . . . 157--160
C. Gregorio-Rodríguez and
L. Llana-Díaz and
P. Palao-Gostanza and
C. Pareja-Flores and
R. Martínez-Unanue and
J. Á. Velázquez-Iturbide EXercita: automatic Web publishing of
programming exercises . . . . . . . . . 161--164
William Fone Using a familiar package to demonstrate
a difficult concept: using an excel
spreadsheet model to explain the
concepts of neural networks to
undergraduates . . . . . . . . . . . . . 165--168
Dave Berque and
David K. Johnson and
Larry Jovanovic Teaching theory of computation using
pen-based computers and an electronic
whiteboard . . . . . . . . . . . . . . . 169--172
Janet Carter and
Tony Jenkins Gender differences in programming?
(poster session) . . . . . . . . . . . . 173--173
Tony Clear and
Alison Young Are computing educators and researchers
different from the rest? (poster
session) . . . . . . . . . . . . . . . . 173--173
Jan Holden and
Alison Young Innovative teaching practices in
computing education (poster session):
the TLA project . . . . . . . . . . . . 174--174
Tony Jenkins Motivation = value x expectancy (poster
session) . . . . . . . . . . . . . . . . 174--174
Janet Linington and
Mark Dixon Picture program execution (poster
session) . . . . . . . . . . . . . . . . 175--175
Aine McCaughey and
Sylvia Alexander The learning and teaching support
network promoting best practice in the
information and computer science
academic community (poster session) . . 175--175
Sun-Hea Choi and
Sandra Cairncross Using interactive multimedia for
teaching and learning object oriented
software design (poster session) . . . . 176--176
John English JEWL (poster session): GUI programming
for complete beginners . . . . . . . . . 176--176
Donald Joyce and
Alison Young The PASS project (poster session): group
research into parameters affecting
student success . . . . . . . . . . . . 177--177
Pete Thomas The coach supporting students as they
learn to program (poster session) . . . 177--177
Laura Wilson and
Jon Preston and
Russell Shackelford On-line dynamic interviews (ODIN)
(poster session): a means of overcoming
distance in student--teacher relations 178--178
Glenn David Blank and
William M. Pottenger and
G. Drew Kessler and
Martin Herr and
Harriet Jaffe and
Soma Roy CIMEL (poster session): constructive,
collaborative inquiry-based multimedia
E-learning . . . . . . . . . . . . . . . 179--179
Comfort Fay Cover and
Robert D. Campbell and
Karl J. Klee An international model for curriculum
adaptation and implementation (poster
session) . . . . . . . . . . . . . . . . 179--179
Ari Korhonen and
Lauri Malmi and
Riku Saikkonen Matrix --- concept animation and
algorithm simulation system . . . . . . 180--180
Rory O'Connor and
Gerry Coleman and
Maurizio Morisio Software process improvement education
(poster session): a European experiment 180--180
Aliy Fowler Web-based CALL using Prolog (poster
session) . . . . . . . . . . . . . . . . 181--181
Jan Voracek and
Nina Kontro-Vesivalo International Master's program in
information processing and
telecommunications (poster session) . . 181--181
Donald Joyce and
Alison Young Electronic discussion boards (poster
session): their use in post graduate
computing courses . . . . . . . . . . . 182--182
Martha J. Kosa and
Mark A. Boshart XML and browser development activities
in CS2 (poster session) . . . . . . . . 182--182
David Lanari and
Stefano Roccetti e-IMC (poster session): an authoring
tool for humanistic teachers aimed to
develop and distribute customized
instructional courseware . . . . . . . . 183--183
Pamela Lawhead Events robots and programming using
Legos in CS1 (poster session) . . . . . 183--183
David Abraham and
Liz Crawford and
Leanna Lesta and
Agathe Merceron and
Kalina Yacef The logic tutor (poster session) . . . . 184--184
Huu Le Van and
Andrea Trentini A ``frequently asked questions''
management system that supports voting,
built for student evaluation and
optimization purposes (poster session) 184--184
John Impagliazzo Real and virtual computing museums
(poster session) . . . . . . . . . . . . 185--185
Zoran Putnik On integration of learning and
technology (poster session) . . . . . . 185--185
Hongchi Shi and
Yi Shang and
Su-Shing Chen Smart instructional component based
course content organization and delivery
(poster session) . . . . . . . . . . . . 186--186
Jin Xizhe Evaluation technique of software
configuration management (poster
session) . . . . . . . . . . . . . . . . 186--186
J. Á. Velázquez-Iturbide A first problem for the algorithms
course (poster session) . . . . . . . . 187--187
Lillian N. Cassel Reading summaries (poster session):
relating class to student's problems
with the current reading assignment . . 188--188
Cary Laxer Treating computer science as science as:
an experiment with sorting (poster
session) . . . . . . . . . . . . . . . . 189--189
Daniel Joyce Sneaking in extra material (panel
session) . . . . . . . . . . . . . . . . 190--190
Herman Koppelman Teaching abstraction explicitly (poster
session) . . . . . . . . . . . . . . . . 191--191
João Paulo Barros Use Petri nets to improve your
concurrent programming course (poster
session) . . . . . . . . . . . . . . . . 192--192
Raja Sooriamurthi Prelude to the Java event model (poster
session) . . . . . . . . . . . . . . . . 193--193
Richard Rasala Exploring recursion in Hilbert curves
(poster session) . . . . . . . . . . . . 194--194
Scott Grissom Reality check (poster session): an
informal feedback tool . . . . . . . . . 195--195
C. Dianne Martin PKAL summer institute 2001: just-in-time
computer education for the 21st century 5--6
Don Gotterbarn Antipodal shock: watch your language! 7--8
Tony Clear ``Programming in the Large'' and the
need for professional discrimination . . 9--10
John T. Gorgone The IS2001 curriculum in CC2001
computing compendium . . . . . . . . . . 11--12
Janet Hartman The changing face of computing
accreditation . . . . . . . . . . . . . 13--14
Renée McCauley Agile development methods poised to
upset status quo . . . . . . . . . . . . 14--15
Henry MacKay Walker Teaching and a sense of the dramatic . . 16--17
Judith L. Gersting and
Frank H. Young Improving the team experience . . . . . 18--19
David Ginat Chain of permutations . . . . . . . . . 20--21
Gordon Davies USC's distance education network (DEN) 22--23
Robert D. Campbell Two-year college education committee
update . . . . . . . . . . . . . . . . . 24--25
Nick Parlante Nifty assignments: Tetris on the brain 25--27
David Ginat Starting top-down, refining bottom-up,
sharpening by zoom-in . . . . . . . . . 28--31
Henry Walker Notes on the academic job market and
hiring strategies . . . . . . . . . . . 32--34
Norman Jacobson A method for normalizing students'
scores when employing multiple graders 35--38
Karen Renaud and
John Barrow and
Petra le Roux Teaching programming from a distance:
problems and a proposed solution . . . . 39--42
Rogério Reis and
Nelma Moreira Apoo: an environment for a first course
in assembly language programming . . . . 43--47
Sei-Jong Chung Network architecture: Hamming codes and
cyclic redundancy for transmission error
correction . . . . . . . . . . . . . . . 48--50
Christopher D. Ryan The human-computer interface: challenges
for educational multimedia and Web
designers . . . . . . . . . . . . . . . 51--54
Orit Hazzan On the presentation of computer science
problems . . . . . . . . . . . . . . . . 55--58
Taeko Ariga and
Hideki Tsuiki Programming for students of information
design . . . . . . . . . . . . . . . . . 59--63
Tom M. Warms Tracing the execution of C++ programs 64--67
Joseph E. Lang and
Brian R. Bogovich and
Sean C. Barry and
Brian G. Durkin and
Michael R. Katchmar and
Jonathan H. Kelly and
J. Michael McCollum and
Michael Potts Object-oriented programming and design
patterns . . . . . . . . . . . . . . . . 68--70
Francis Suraweera Getting the most from an algorithms
design course: a personal experience . . 71--74
Fred Mulder and
Tom J. van Weert IFIP/UNESCO's Informatics Curriculum
Framework 2000 for higher education . . 75--83
Tony Clear and
Michael Goldweber and
Frank H. Young and
Paul M. Leidig and
Kirk Scott Resources for instructors of capstone
courses in computing . . . . . . . . . . 93--113
Peter B. Henderson and
Doug Baldwin and
Venu Dasigi and
Marcel Dupras and
Jane Fritz and
David Ginat and
Don Goelman and
John Hamer and
Lew Hitchner and
Will Lloyd and
Bill Marion, Jr. and
Charles Riedesel and
Henry Walker Striving for mathematical thinking . . . 114--124
M. McCracken and
V. Almstrum and
D. Diaz and
M. Guzdial and
D. Hagan and
Y. B.-D. Kolikant and
C. Laxer and
L. Thomas and
I. Utting and
T. Wilusz A multinational, multi-institutional
study of assessment of programming
skills of first-year CS students . . . . 125--140
Michael McCracken and
Vicki L. Almstrum and
Danny Diaz and
Mark Guzdial and
Dianne Hagan and
Yifat Ben-David Kolikant and
Cary Laxer and
Lynda Thomas and
Ian Utting and
Tadeusz Wilusz A multi-national, multi-institutional
study of assessment of programming
skills of first-year CS students . . . . 125--180
David Ginat Aha! an illuminating perspective . . . . 1--2
José M. Vidal and
Paul Buhler Using RoboCup to teach multiagent
systems and the distributed mindset . . 3--7
Frank Klassner A case study of LEGO Mindstorms\TM
suitability for artificial intelligence
and robotics courses at the college
level . . . . . . . . . . . . . . . . . 8--12
John C. Gallagher and
Steven Perretta WWW autonomous robotics: enabling wide
area access to a computer engineering
practicum . . . . . . . . . . . . . . . 13--17
James L. Noyes A first course in computational science:
(why a math book isn't enough) . . . . . 18--22
Mary Micco and
Hart Rossman Building a cyberwar lab: lessons
learned: teaching cybersecurity
principles to undergraduates . . . . . . 23--27
Troy Vasiga What comes after CS 1 + 2: a deep
breadth before specializing . . . . . . 28--32
Lynda Thomas and
Mark Ratcliffe and
John Woodbury and
Emma Jarman Learning styles and performance in the
introductory programming sequence . . . 33--37
Charlie McDowell and
Linda Werner and
Heather Bullock and
Julian Fernald The effects of pair-programming on
performance in an introductory
programming course . . . . . . . . . . . 38--42
Lecia Jane Barker and
Kathy Garvin-Doxas and
Michele Jackson Defensive climate in the computer
science classroom . . . . . . . . . . . 43--47
David Reed and
Doug Baldwin and
Michael Clancy and
Allen Downey and
Stuart Hansen Integrating empirical methods into
computer science . . . . . . . . . . . . 48--49
Timothy Hickey and
Amruth Kumar and
Linda Wilkens and
Andrew Beiderman and
Aparna Mahadev and
Heidi Ellis Internet-centric computing in the
Computer Science curriculum . . . . . . 50--51
Andrew Bernat and
Jane Prey Taking advantage of National Science
Foundation funding opportunities . . . . 52--52
Herbert L. Dershem and
Ryan L. McFall and
Ngozi Uti Animation of Java linked lists . . . . . 53--57
Ashley George Hamilton-Taylor and
Eileen Kraemer SKA: supporting algorithm and data
structure discussion . . . . . . . . . . 58--62
Michael T. Grinder Animating automata: a cross-platform
program for teaching finite automata . . 63--67
J. A. N. Lee Internationalization of the curriculum
report of a project within computer
science . . . . . . . . . . . . . . . . 68--72
Alan Fekete and
Bob Kummerfeld Design of a major in software
development . . . . . . . . . . . . . . 73--77
Travis Doom and
Michael Raymer and
Dan Krane and
Oscar Garcia A proposed undergraduate bioinformatics
curriculum for computer scientists . . . 78--81
J. McGrath Cohoon Women in CS and biology . . . . . . . . 82--86
Antonio M. Lopez, Jr. and
Lisa J. Schulte African American women in the computing
sciences: a group to be studied . . . . 87--90
Joan M. Francioni and
Ann C. Smith Computer science accessibility for
students with visual disabilities . . . 91--95
Peter R. Turner and
Angela B. Shiflet and
Steve Cunningham and
Kris Stewart and
Andrew T. Phillips and
Ignatios E. Vakalis Undergraduate computational science and
engineering programs and courses . . . . 96--97
Bruce S. Elenbogen and
John Laird and
Richard Enbody and
Chris McDonald and
Peter B. Henderson and
Richard Nau and
Steve Tanimoto Mathematics preparation for
undergraduate degrees in computer
science . . . . . . . . . . . . . . . . 98--99
James Caristi Tutorial on extreme programming . . . . 100--100
Barbara Moskal and
Keith Miller and
L. A. Smith King Grading essays in computer ethics:
rubrics considered helpful . . . . . . . 101--105
Grant Braught and
David Reed Disequilibration for teaching the
scientific method in computer science 106--110
David A. Holland and
Ada T. Lim and
Margo I. Seltzer A new instructional operating system . . 111--115
Benjamin Atkin and
Emin Gün Sirer PortOS: an educational operating system
for the Post-PC environment . . . . . . 116--120
Steven K. Andrianoff and
David B. Levine Role playing in an object-oriented world 121--125
Dung (`Zung') Nguyen and
Stephen B. Wong Design patterns for games . . . . . . . 126--130
Peter B. Henderson and
Paul De Palma and
Vicki L. Almstrum and
Orit Hazzan and
Kim Potter Kihlstrom Women, mathematics and computer science 131--132
Leah H. Jamieson Service learning in computer science and
engineering . . . . . . . . . . . . . . 133--134
Steve Cunningham and
Sylvia Clark Pulliam and
Charles D. Swanson and
Peter R. Turner Computational science and engineering:
tools and techniques for teaching . . . 135--136
Eric Allen and
Robert Cartwright and
Brian Stoler DrJava: a lightweight pedagogic
environment for Java . . . . . . . . . . 137--141
James Comer and
Robert Roggio Teaching a Java-based CS1 course in an
academically-diverse environment . . . . 142--146
David J. Barnes Teaching introductory Java through LEGO
MINDSTORMS models . . . . . . . . . . . 147--151
Kevin Skadron A microprocessor survey course for
learning advanced computer architecture 152--156
Hugh Osborne The postroom computer: teaching
introductory undergraduate computer
architecture . . . . . . . . . . . . . . 157--161
Michael J. Jipping and
Steve Marlowe and
Alexander Sherstov Using Java to design and test hardware
circuits over a classroom network . . . 162--166
Eric Roberts and
C. Fay Cover and
Gordon Davies and
Michael Schneider and
Robert Sloan Computing Curricula 2001 implementing
the recommendations . . . . . . . . . . 167--168
Doris K. Lidtke and
David Feinstein and
John Gorgone and
Gayle Yaverbaum Preparing for Information Systems
accreditation . . . . . . . . . . . . . 169--170
Ewa Z. Bem Experiment-based project in
undergraduate computer architecture . . 171--175
Gregory S. Wolffe and
William Yurcik and
Hugh Osborne and
Mark A. Holliday Teaching computer
organization/architecture with limited
resources using simulators . . . . . . . 176--180
Steve Cunningham Graphical problem solving and visual
communication in the beginning computer
graphics course . . . . . . . . . . . . 181--185
Susan H. Rodger Introducing computer science through
animation and virtual worlds . . . . . . 186--190
Carlisle E. George Using visualization to aid program
construction tasks . . . . . . . . . . . 191--195
Linda Stern and
Lee Naish Visual representations for recursive
algorithms . . . . . . . . . . . . . . . 196--200
Kevin Treu To teach the unteachable class: an
experimental course in Web-based
application design . . . . . . . . . . . 201--205
Heidi J. C. Ellis Andragogy in a Web technologies course 206--210
Sarah Douglas and
Marilyn Tremaine and
Laura Leventhal and
Craig E. Wills and
Bill Manaris Incorporating Human-Computer Interaction
into the undergraduate computer science
curriculum . . . . . . . . . . . . . . . 211--212
Barbara Boucher Owens and
Rich Pattis and
Chris Stephenson and
Jack Rehder and
Dean Sanders JAVA IDEs: why and how we use what we do 213--214
Jeffrey Johnson National Science Foundation Graduate
Research Fellowship Program . . . . . . 215--216
Mary Elaine Califf and
Mary Goodwin Testing skills and knowledge:
introducing a laboratory exam in CS1 . . 217--221
Hamzeh Roumani Design guidelines for the lab component
of objects-first CS1 . . . . . . . . . . 222--226
A. T. Chamillard and
Kim A. Braun The software engineering capstone:
structure and tradeoffs . . . . . . . . 227--231
Robert E. Noonan and
Richard H. Prosl Unit testing frameworks . . . . . . . . 232--236
Jerry B. Weinberg and
Mary L. Stephen Participatory design in a human-computer
interaction course: teaching ethnography
methods to computer scientists . . . . . 237--241
Dejan Nikolic and
Ching-Kuang Shene GraphicsMentor: a tool for learning
graphics fundamentals . . . . . . . . . 242--246
Roseann Krane and
Alfred Thompson and
Harriette Kisilinsky and
Pat Phillips Using Visual Studio. Net in the
classroom . . . . . . . . . . . . . . . 247--248
Linda Null and
Mike Ciaraldi and
Liz Adams and
Ursula Wolz and
Max Hailperin Rewrite cycles in CS courses: experience
reports . . . . . . . . . . . . . . . . 249--250
Joseph Bergin and
Richard Kick and
Judith Hromcik and
Kathleen Larson The object is objects . . . . . . . . . 251--251
A. T. Chamillard and
Laurence D. Merkle Management challenges in a large
introductory computer science course . . 252--256
Steven A. Wolfman Making lemonade: exploring the bright
side of large lecture classes . . . . . 257--261
Thomas K. Moore Bringing the enterprise into a database
systems course . . . . . . . . . . . . . 262--265
Suzanne W. Dietrich and
Susan D. Urban and
Ion Kyriakides JDBC demonstration courseware using
Servlets and Java Server Pages . . . . . 266--270
Michael H. Goldwasser A gimmick to integrate software testing
throughout the curriculum . . . . . . . 271--275
Amer Diwan and
William M. Waite and
Michele H. Jackson An infrastructure for teaching skills
for group decision making and problem
solving in programming projects . . . . 276--280
Joseph D. Sloan and
Andy Lopez and
Randy K. Smith and
Dick Mowe Networking CS: beyond the first course 281--282
Joe Hummel and
Jean Mehta Using Visual Basic in the CS curriculum 283--284
Fran Hunt and
Joe Kmoch and
Chris Nevison and
Susan Rodger and
Julie Zelenski How to develop and grade an exam for
20,000 students (or maybe just 200 or
20) . . . . . . . . . . . . . . . . . . 285--286
Richard Rasala and
Jeff Raab and
Viera K. Proulx The SIGCSE 2001 Maze Demonstration
program . . . . . . . . . . . . . . . . 287--291
Anany Levitin and
Mary-Angela Papalaskari Using puzzles in teaching algorithms . . 292--296
Michael R. Wick and
Daniel E. Stevenson and
Andrew T. Phillips Using an environment chain model to
teach inheritance in C++ . . . . . . . . 297--301
Paolo Bucci and
Wayne Heym and
Timothy J. Long and
Bruce W. Weide Algorithms and object-oriented
programming: bridging the gap . . . . . 302--306
David Emory and
Roberto Tamassia JERPA: a distance-learning environment
for introductory Java programming
courses . . . . . . . . . . . . . . . . 307--311
Barry L. Kurtz and
Dee Parks and
Eric Nicholson Effective Internet education: a progress
report . . . . . . . . . . . . . . . . . 312--316
Marty J. Wolf and
Kevin Bowyer and
Don Gotterbarn and
Keith Miller Open source software: intellectual
challenges to the status quo . . . . . . 317--318
Nick Parlante and
John K. Estell and
David Reed and
David Levine and
Dan Garcia and
Julie Zelenski Nifty assignments . . . . . . . . . . . 319--320
Ian Sanders Teaching empirical analysis of
algorithms . . . . . . . . . . . . . . . 321--325
James B. Fenwick and
Cindy Norris and
James Wilkes Scientific experimentation via the
matching game . . . . . . . . . . . . . 326--330
David Ginat On varying perspectives of problem
decomposition . . . . . . . . . . . . . 331--335
W. Douglas Maurer The comparative programming languages
course: a new chain of development . . . 336--340
Saumya Debray Making compiler design relevant for
students who will (most likely) never
design a compiler . . . . . . . . . . . 341--345
Allen B. Tucker and
Robert E. Noonan Integrating formal models into the
programming languages course . . . . . . 346--350
Steven Robbins Exploration of process interaction in
operating systems: a pipe-fork simulator 351--355
Kenneth A. Reek The well-tempered semaphore: theme with
variations . . . . . . . . . . . . . . . 356--359
Steve Carr and
Changpeng Fang and
Tim Jozwowski and
Jean Mayo and
Ching-Kuang Shene A communication library to support
concurrent programming courses . . . . . 360--364
Paul Mullins and
Jim Wolfe and
Michael Fry and
Erik Wynters and
William Calhoun and
Robert Montante and
William Oblitey Panel on integrating security concepts
into existing computer courses . . . . . 365--366
Stuart Reges SIGCSE 2002 forum: industry in the ivory
tower . . . . . . . . . . . . . . . . . 367--367
Henry Walker SIGCSE 2002 forum: introducing SIGCSE
committees: a new initiative to support
computing education through
SIGCSE-member involvement . . . . . . . 368--368
Robert Cannon and
Thomas B. Hilburn and
Jorge Diaz-Herrera Teaching a software project course using
the team software process . . . . . . . 369--370
Michael T. Grinder and
Seong B. Kim and
Teresa L. Lutey and
Rockford J. Ross and
Kathleen F. Walsh Loving to learn theory: active learning
modules for the theory of computing . . 371--375
Jennifer McDonald Interactive Pushdown Automata Animation 376--380
Stacy Lukins and
Alan Levicki and
Jennifer Burg A tutorial program for propositional
logic with human/computer interactive
learning . . . . . . . . . . . . . . . . 381--385
Tia Newhall and
Lisa Meeden A comprehensive project for CS2:
combining key data structures and
algorithms into an integrated Web
browser and search engine . . . . . . . 386--390
Kay A. Robbins and
Catherine Sauls Key and
Keith Dickinson Integrating a simulation case study into
CS2: developing design, empirical and
analysis skills . . . . . . . . . . . . 391--395
Alan Fekete Teaching data structures with multiple
collection class libraries . . . . . . . 396--400
William Shay A multiplatform/multilanguage
client/server project . . . . . . . . . 401--405
Greg Gagne To java.net and beyond: teaching
networking concepts using the Java
networking API . . . . . . . . . . . . . 406--410
Joel Adams and
David Vos Small-college supercomputing: building a
Beowulf cluster at a comprehensive
college . . . . . . . . . . . . . . . . 411--415
James W. McGuffee and
Herbert L. Dershem and
Linda B. Lankewicz and
Gary Lewandowski and
Dian Lopez and
Oberta A. Slotterbeck Managing undergraduate CS research . . . 416--417
Deborah G. Johnson and
Keith W. Miller Is diversity in computing a moral
matter? . . . . . . . . . . . . . . . . 9--10
Edward D. Lazowska Pale and male: 19$^{th}$ century design
in a 21$^{st}$ century world . . . . . . 11--12
Ed Lazowska Pale and male: 19 th century design in a
21st century world . . . . . . . . . . . 11--12
Anita Borg Computing 2002: democracy, education,
and the future . . . . . . . . . . . . . 13--14
John A. N. (JAN) Lee Well behaved women rarely make history! 14--15
Maria M. Klawe Girls, boys, and computers . . . . . . . 16--17
Jane Prey and
Kevin Treu What do you say?: open letters to women
considering a computer science major . . 18--20
Lorien Y. Pratt and
Manavendra Misra Perspectives on academic vs. industry
environments for women in computer
science . . . . . . . . . . . . . . . . 20--22
Valerie E. Taylor Women of color in computing . . . . . . 22--23
Anita Jones The curious ways of professional
cultures and the ``two-body
opportunity'' . . . . . . . . . . . . . 24--25
Caroline E. Wardle and
Lawrence Burton Programmatic efforts encouraging women
to enter the information technology
workforce . . . . . . . . . . . . . . . 27--31
Angela M. Balcita and
Doris L. Carver and
Mary Lou Soffa Shortchanging the future of information
technology: the untapped resource . . . 32--35
Andrea Jepson and
Teri Perl Priming the pipeline . . . . . . . . . . 36--39
Willa Duplantis and
Eve MacGregor and
Maria M. Klawe and
Michele Ng 'Virtual family': an approach to
introducing Java programming . . . . . . 40--43
Jeri Countryman and
Alegra Feldman and
Linda Kekelis and
Ellen Spertus Developing a hardware and programming
curriculum for middle school girls . . . 44--47
Joanne McGrath Cohoon Recruiting and retaining women in
undergraduate computing majors . . . . . 48--52
Sheila Humphreys and
Ellen Spertus Leveraging an alternative source of
computer scientists: reentry programs 53--56
Gloria Childress Townsend People who make a difference: mentors
and role models . . . . . . . . . . . . 57--61
Paula Gabbert and
Paige H. Meeker Support communities for women in
computing . . . . . . . . . . . . . . . 62--65
Joan M. Francioni A conference's impact on undergraduate
female students . . . . . . . . . . . . 66--69
Gloria Montano Virtual development center . . . . . . . 70--73
Carol Frieze and
Lenore Blum Building an effective computer science
student organization: the Carnegie
Mellon women@SCS action plan . . . . . . 74--78
Allan Fisher and
Jane Margolis Unlocking the clubhouse: the Carnegie
Mellon experience . . . . . . . . . . . 79--83
Eric S. Roberts and
Marina Kassianidou and
Lilly Irani Encouraging women in computer science 84--88
Debbie Clayton and
Teresa Lynch Ten years of strategies to increase
participation of women in computing
programs: the Central Queensland
University experience: 1999--2001 . . . 89--93
Vashti Galpin Women in computing around the world . . 94--100
Annemieke Craig and
Rose Paradis and
Eva Turner A gendered view of computer
professionals: preliminary results of a
survey . . . . . . . . . . . . . . . . . 101--104
Barbara Moskal Female computer science doctorates: what
does the survey of earned doctorates
reveal? . . . . . . . . . . . . . . . . 105--111
Chuck Huff Gender, software design, and
occupational equity . . . . . . . . . . 112--115
Denise W. Gürer Women in computing history . . . . . . . 116--120
Denise W. Gürer and
Tracy Camp An ACM-W literature review on women in
computing . . . . . . . . . . . . . . . 121--127
Tracy Camp The incredible shrinking pipeline . . . 129--134
Amy Pearl and
Martha E. Pollack and
Eve A. Riskin and
Becky Thomas and
Elizabeth Wolf and
Alice Wu Becoming a computer scientist . . . . . 135--143
Ellen Spertus Gender benders . . . . . . . . . . . . . 145--146
Joy Teague Women in computing: what brings them to
it, what keeps them in it? . . . . . . . 147--158
Sara B. Kiesler and
Lee S. Sproull and
Jacquelynne S. Eccles Pool halls, chips, and war games: women
in the culture of computing . . . . . . 159--164
Kevin Treu and
Alisha Skinner Ten suggestions for a gender-equitable
CS classroom . . . . . . . . . . . . . . 165--167
Janice Cuny and
William Aspray Recruitment and retention of women
graduate students in computer science
and engineering: results of a workshop
organized by the computing research
association . . . . . . . . . . . . . . 168--174
Denise W. Gürer Pioneering women in computer science . . 175--180
Niklaus Wirth Computing science education: the road
not taken . . . . . . . . . . . . . . . 1--3
Stuart Reges Can C# Replace Java in CS1 and CS2? . . 4--8
Amanda Miller and
Judy Kay A mentor program in CS1 . . . . . . . . 9--13
Jacob Alm and
Robert Baber and
Shauna Eggers and
Christopher O'Toole and
Abin Shahab You'd better set down for this!:
creating a set type for CS1 & CS2 in C# 14--18
Tammy VanDeGrift and
Richard J. Anderson Learning to support the instructor:
classroom assessment tools as discussion
frameworks in CS 1 . . . . . . . . . . . 19--23
Bernd Zupancic and
Holger Horz Lecture recording and its use in a
traditional university course . . . . . 24--28
Brad Richards and
Nate Waisbrot Illustrating networking concepts with
wireless handheld devices . . . . . . . 29--33
R. Martínez-Unanue and
M. Paredes-Velasco and
C. Pareja-Flores and
J. Urquiza-Fuentes and
J. Á. Velázquez-Iturbide Electronic books for programming
education: a review and future prospects 34--38
Adrian Parkinson and
James A. Redmond Do cognitive styles affect learning
performance in different computer media? 39--43
Nell Dale and
Judith Bishop and
David J. Barnes and
Christoph Kessler A dialog between authors and teachers 44--45
Colin Higgins and
Pavlos Symeonidis and
Athanasios Tsintsifas The marking system for CourseMaster . . 46--50
John English Experience with a computer-assisted
formal programming examination . . . . . 51--54
Lauri Malmi and
Ari Korhonen and
Riku Saikkonen Experiences in automatic assessment on
mass courses and issues for designing
virtual courses . . . . . . . . . . . . 55--59
Abelardo Pardo A multi-agent platform for automatic
assignment management . . . . . . . . . 60--64
Viera K. Proulx and
Jeff Raab and
Richard Rasala Objects from the beginning --- with GUIs 65--69
Carl Alphonce and
Phil Ventura Object orientation in CS1-CS2 by design 70--74
Henrik Bærbak Christensen and
Michael E. Caspersen Frameworks in CS1: a different way of
introducing event-driven programming . . 75--79
John Hamer Hashing revisited . . . . . . . . . . . 80--83
Bruria Haberman and
Haim Averbuch The case of base cases: why are they so
difficult to recognize? student
difficulties with recursion . . . . . . 84--88
Dalit Levy and
Tami Lapidot Shared terminology, private syntax: the
case of recursive descriptions . . . . . 89--93
Mordechai (Moti) Ben-Ari and
Henry M. Walker and
Gaynor Redvers-Mutton and
Keith Mansfield Writing a textbook . . . . . . . . . . . 94--95
Guido Rößling and
Thomas L. Naps A testbed for pedagogical requirements
in algorithm visualizations . . . . . . 96--100
Cecile Yehezkel A taxonomy of computer architecture
visualizations . . . . . . . . . . . . . 101--105
Steve Carr and
Ping Chen and
Timothy R. Jozwowski and
Jean Mayo and
Ching-Kuang Shene Channels, visualization, and topology
editor . . . . . . . . . . . . . . . . . 106--110
Wolfgang Schreiner A Java Toolkit for Teaching Distributed
Algorithms . . . . . . . . . . . . . . . 111--115
Lucia Rapanotti and
Canan Tosunoglu Blake and
Robert Griffiths eTutorials with voice groupware:
real-time conferencing to support
computing students at a distance . . . . 116--120
Ari Korhonen and
Lauri Malmi and
Pertti Myllyselkä and
Patrik Scheinin Does it make a difference if students
exercise on the Web or in the classroom? 121--124
Peter D. Chalk Evaluating the use of a virtual learning
environment for teaching aspects of HCI 125--129
Veijo Meisalo and
Jarkko Suhonen and
Sirpa Torvinen and
Erkki Sutinen Formative evaluation scheme for a
Web-based course design . . . . . . . . 130--134
David Gries Problems with CS education . . . . . . . 135--135
Mary Z. Last and
Mats Daniels and
Martha L. Hause and
Mark R. Woodroffe Learning from students: continuous
improvement in international
collaboration . . . . . . . . . . . . . 136--140
Sylvie Ratté and
Jocelyne Caron On using the Web as a collaboration
space in the context of an industrial
simulation . . . . . . . . . . . . . . . 141--145
Klaus Marius Hansen and
Anne Vinter Ratzer Tool support for collaborative teaching
and learning of object-oriented modeling 146--150
Tony Greening and
Judy Kay Undergraduate research experience in
computer science education . . . . . . . 151--155
Orit Hazzan Reducing abstraction level when learning
computability theory concepts . . . . . 156--160
Lluís F\`abrega and
Jordi Massaguer and
Teodor Jové and
David Mérida A virtual network laboratory for
learning IP networking . . . . . . . . . 161--164
João Paulo Barros Specific proposals for the use of Petri
nets in a concurrent programming course 165--167
Harsh Shah and
Amruth N. Kumar A tutoring system for parameter passing
in programming languages . . . . . . . . 170--174
Lillian (Boots) Cassel and
Deepak Kumar A state of the course report: computer
organization & architecture . . . . . . . 175--177
Henry M. Walker and
Weichao Ma and
Dorene Mboya Variability of referees' ratings of
conference papers . . . . . . . . . . . 178--182
Judy Sheard and
Martin Dick and
Selby Markham and
Ian Macdonald and
Meaghan Walsh Cheating and plagiarism: perceptions and
practices of first year IT students . . 183--187
Janet Carter and
Tony Jenkins Gender differences in programming? . . . 188--192
Vicki L. Almstrum and
David Ginat and
Orit Hazzan and
Tom Morley Import and export to/from computing
science education: the case of
mathematics education research . . . . . 193--194
Joseph Bergin Teaching on the Wiki Web . . . . . . . . 195--195
Lillian N. Cassel Very active learning of network routing 195--195
Tony Clear A diagnostic technique for addressing
group performance in capstone projects 196--196
William Fone Improving feedback from multiple choice
tests . . . . . . . . . . . . . . . . . 196--196
Robyn Gibson The student record book: showing the
value of documentation . . . . . . . . . 197--197
John Hamer A musical approach to teaching design
patterns . . . . . . . . . . . . . . . . 197--197
Tami Lapidot Self-assessment as a powerful learning
experience . . . . . . . . . . . . . . . 198--198
Cary Laxer Evaluating student team project
experiences . . . . . . . . . . . . . . 198--198
Sally Fincher and
Ian Utting Pedagogical patterns: their place in the
genre . . . . . . . . . . . . . . . . . 199--202
J. A. N. Lee The emporium approach to computer
science education . . . . . . . . . . . 203--207
Deborah Walters and
Carl Alphonce and
Barbara Sherman and
Debra Burhans and
Helene Kershner Increasing learning and decreasing costs
in a computer fluency course . . . . . . 208--212
Angela Carbone and
Judy Sheard A studio-based teaching and learning
model in IT: what do first year students
think? . . . . . . . . . . . . . . . . . 213--217
Kristen Nygaard COOL (comprehensive object-oriented
learning) . . . . . . . . . . . . . . . 218--218
Alison Young and
Samuel Mann Innovation in software engineering
education . . . . . . . . . . . . . . . 219--219
Donald Joyce Group work at postgraduate level: some
issues . . . . . . . . . . . . . . . . . 220--220
John Impagliazzo Integrating the history of systems
software in the computing curriculum . . 221--221
Tony Clear and
Graeme Foot Avatars in Cyberspace --- a Java $3$D
Application to Support Formation of
Virtual Groups . . . . . . . . . . . . . 222--222
Kirk Scott MISC: the minimal instruction set
computer . . . . . . . . . . . . . . . . 223--223
Jason N. Wyatt and
Martha J. Kosa and
Mark A. Boshart Implementing student ideas in CS2: a
simple IDE . . . . . . . . . . . . . . . 224--224
Deborah Knox CITIDEL: making resources available . . 225--225
Peter Holdfeldt and
Boris Koldehofe and
Carina Lindskog and
Torbjörn Olsson and
Wanja Petersson and
Jonas Svensson and
Linus Valtersson EnViDiA: an educational environment for
visualization of distributed algorithms
in virtual environments . . . . . . . . 226--226
Arnold Pears Defining a global view of CS education
research . . . . . . . . . . . . . . . . 227--227
Christian Collberg and
Stephen G. Kobourov and
Jessica Miller and
Suzanne Westbrook A$ \lambda $ goVista: a tool to enhance
algorithm design and understanding . . . 228--228
Ching-Kuang Shene ThreadMentor: a system for teaching
multithreaded programming . . . . . . . 229--229
Valentina Plekhanova and
Walter Middleton Learning processes in software
engineering projects . . . . . . . . . . 230--230
Herman Koppelman and
Betsy van Dijk A model for a flexible, Web-based course 231--231
Sotiris Skevoulis and
Maria Falidas Integrating formal methods tools into
undergraduate computer science
curriculum . . . . . . . . . . . . . . . 232--232
Christoph Kessler and
Simin Nadjm-Tehrani Mid-term course evaluations with muddy
cards . . . . . . . . . . . . . . . . . 233--233
Israel National Center for Computer Science Teachers ``Machshava'': the Israeli National
Center for High School Computer Science
Teachers . . . . . . . . . . . . . . . . 234--234
Ranjana Shukla and
Donald Joyce Conferencing technologies and online
courses . . . . . . . . . . . . . . . . 235--235
Judy Sheard and
Selby Markham Creating an interest in IT: a gender
study . . . . . . . . . . . . . . . . . 236--236
John Impagliazzo and
Lillian (Boots) Cassel and
John A. N. Lee ICT and digital libraries . . . . . . . 237--237
Victor N. Kasyanov and
Elena V. Kasianova Web-based systems for supporting
computer-science teaching and learning 238--238
Mario A. Garcia and
Holly Patterson Mc-Neill Learning how to develop software using
the toy LEGO Mindstorms . . . . . . . . 239--239
Brad Richards Illustrating networking concepts with
wireless handheld devices . . . . . . . 240--240
Madeleine Schep and
Nieves McNulty Experiences with using robots in an
all-female programming class . . . . . . 241--241
Sita Ramakrishnan DoIT: dynamic curriculum organisation by
innovation through technology . . . . . 242--242
Avare' Stewart and
Parviz Kermani and
Magda Mourad MediaMime: after-the-fact authoring
annotation system for an e-learning
environment . . . . . . . . . . . . . . 243--243
Vassilios Dagdilelis and
Maya Satratzemi and
Georgios Evangelidis What they really do?: attempting (once
again) to model novice programmers'
behavior . . . . . . . . . . . . . . . . 244--244
Jan Voracek and
Nina Kontro-Vesivalo International education in information
technology . . . . . . . . . . . . . . . 245--245
Karl J. Klee Guidelines for associate-degree programs
in computer science . . . . . . . . . . 246--246
Roland N. Ibbett WWW visualisation of computer
architecture simulations . . . . . . . . 247--247
David Gries Where is programming methodology these
days? . . . . . . . . . . . . . . . . . 5--7
Don Gotterbarn Black and blue epiphany: the missing
elements of professionalism . . . . . . 8--9
C. Dianne Martin Computing curricula 2001: reverse
engineering a computer science
curriculum (part 1) . . . . . . . . . . 10--11
J. A. N. Lee Where did history go? . . . . . . . . . 11--12
Tony Clear Design and usability in security
systems: daily life as a context of use? 13--14
John T. Gorgone Information technology: an adolescent in
the arena . . . . . . . . . . . . . . . 15--16
Nell Dale Increasing interest in CS ed research 16--17
Renée McCauley Hear ye, hear ye!: a valuable new
resource for computer science educators
finally available . . . . . . . . . . . 17--18
Henry MacKay Walker Teaching and a sense of the dramatic:
act II . . . . . . . . . . . . . . . . . 18--19
Judith L. Gersting and
Frank H. Young Job-hunting 101 . . . . . . . . . . . . 20--21
Robert Campbell New computing curriculum for two-year
colleges . . . . . . . . . . . . . . . . 21--22
Erich Neuwirth and
Viera K. Proulx IFIP and issues in pre-college education 23--24
Jeffrey L. Popyack The international honor society for the
computing and information disciplines 25--26
Peter B. Henderson Making math interesting . . . . . . . . 26--28
David Ginat Divisor games . . . . . . . . . . . . . 28--29
Nick Parlante Tree-list recursion . . . . . . . . . . 30--31
Mohammed Samaka Changing a computer science curriculum
in light of computing curricula 2001 . . 32--35
Antonio Cartelli Computer science education in Italy: a
survey . . . . . . . . . . . . . . . . . 36--39
Angela B. Shiflet Computer science with the sciences: an
emphasis in computational science . . . 40--43
Sami Surakka and
Lauri Malmi Work experience vs. co-operative
education program . . . . . . . . . . . 44--47
G. Michael Schneider A new model for a required senior
research experience . . . . . . . . . . 48--51
Thomas R. Hogan and
Patrick R. Harrison and
Kay G. Schulze Developing and maintaining an effective
assessment program . . . . . . . . . . . 52--56
Theresa Beaubouef Why computer science students need math 57--59
Bruria Haberman Frames and boxes: a pattern-based method
for manipulating binary trees . . . . . 60--64
Yannis Manolopoulos Binomial coefficient computation:
recursion or iteration? . . . . . . . . 65--67
David G. Hannay Interactive tools for computation theory 68--70
R. Gregory Taylor LL parsing, LR parsing, complexity, and
automata . . . . . . . . . . . . . . . . 71--75
Michael R. Wick and
Andrew T. Phillips Comparing the template method and
strategy design patterns in a genetic
algorithm application . . . . . . . . . 76--80
Jerome L. Lewis A reliable test for inclusion of a point
in a polygon . . . . . . . . . . . . . . 81--84
Timothy J. Rolfe One-time binary search tree balancing:
the Day/Stout/Warren (DSW) algorithm . . 85--88
Ray Giguette The Crawfish and the Aztec treasure
maze: adventures in data structures . . 89--93
John Minor Ross Guiding Students through Programming
Puzzles: Value and Examples of Java Game
Assignments . . . . . . . . . . . . . . 94--98
Torben Lorenzen and
Ward Heilman CS1 and CS2: Write Computer Games in
Java! . . . . . . . . . . . . . . . . . 99--100
Chris J. Harrison ICPL: an initial concurrent programming
language . . . . . . . . . . . . . . . . 101--105
Douglas Bell Visual basic. Net as a first language:
an evaluation . . . . . . . . . . . . . 107--108
James Howatt Operating systems projects: Minix
revisited . . . . . . . . . . . . . . . 109--111
Denis Riordan Towards an integrated learning
laboratory environment for first-year
computer science students . . . . . . . 112--116
Francis Suraweera Enhancing the quality of learning and
understanding of first-year mathematics
for computer science related majors . . 117--120
Nathan Rountree and
Janet Rountree and
Anthony Robins Predictors of success and failure in a
CS1 course . . . . . . . . . . . . . . . 121--124
Elena García Barriocanal and
Miguel-Ángel Sicilia Urbán and
Ignacio Aedo Cuevas and
Paloma Díaz Pérez An experience in integrating automated
unit testing practices in an
introductory programming course . . . . 125--128
Douglas B. Bock and
John F. Schrage Denormalization guidelines for base and
transaction tables . . . . . . . . . . . 129--133
Luiz Fernando Capretz Implications of MBTI in software
engineering education . . . . . . . . . 134--137
Milan E. Soklic Simulation of load balancing algorithms:
a comparative study . . . . . . . . . . 138--141
Wendy L. Cukier and
Denise Shortt and
Irene Devine Gender and information technology:
implications of definitions . . . . . . 142--148
Owen Astrachan Bubble sort: an archaeological
algorithmic analysis . . . . . . . . . . 1--5
Teresa Hübscher-Younger and
N. Hari Narayanan Constructive and collaborative learning
of algorithms . . . . . . . . . . . . . 6--10
David Ginat The greedy trap and learning from
mistakes . . . . . . . . . . . . . . . . 11--15
Sub Ramakrishnan and
Emeka Nwosu DBMS course: Web based database
administration tool and class projects 16--20
Susan D. Urban and
Suzanne W. Dietrich Using UML class diagrams for a
comparative analysis of relational,
object-oriented, and object-relational
database mappings . . . . . . . . . . . 21--25
Paul J. Wagner and
Thomas K. Moore Integrating XML into a database systems
course . . . . . . . . . . . . . . . . . 26--30
Kathryn E. Sanders and
Robert McCartney Program assessment tools in computer
science: a report from the trenches . . 31--35
Donald B. Crouch and
Leslie Schwartzman Computer science accreditation: the
advantages of being different . . . . . 36--40
Dick K. Blandford and
Deborah J. Hwang Five easy but effective assessment
methods . . . . . . . . . . . . . . . . 41--44
Elizabeth S. Adams and
Orit Hazzan and
Hrafn Loftsson and
Alison Young International perspective of women and
computer science . . . . . . . . . . . . 45--46
Pam Lawhead and
Michaele E. Duncan and
Constance G. Bland and
Michael Goldweber and
Madeleine Schep and
David J. Barnes Legos, Java, Programming Assignments and
CS1 . . . . . . . . . . . . . . . . . . 47--48
Sylvia Beyer and
Kristina Rynes and
Julie Perrault and
Kelly Hay and
Susan Haller Gender differences in computer science
students . . . . . . . . . . . . . . . . 49--53
Ginger Holmes Rowell and
Diane G. Perhac and
Judith A. Hankins and
Brenda C. Parker and
Chrisila C. Pettey and
Judith M. Iriarte-Gross Computer-related gender differences . . 54--58
Joel C. Adams and
Vimala Bauer and
Shakuntala Baichoo An expanding pipeline: gender in
Mauritius . . . . . . . . . . . . . . . 59--63
Ewa Z. Bem and
Luke Petelczyc MiniMIPS: a simulation project for the
computer architecture laboratory . . . . 64--68
Brian Shelburne Teaching computer organization using a
PDP-8 simulator . . . . . . . . . . . . 69--73
Ariel Ortiz Teaching the SIMD execution model::
assembling a few parallel programming
skills . . . . . . . . . . . . . . . . . 74--78
B. Olsson and
M. Berndtsson and
B. Lundell and
J. Hansson Running research-oriented final year
projects for CS and IS students . . . . 79--83
Timothy Huang The game of go: an ideal environment for
capstone and undergraduate research
projects . . . . . . . . . . . . . . . . 84--88
Eric Allen and
Robert Cartwright and
Charles Reis Production programming in the classroom 89--93
Jesse Heines and
Katy Börner and
Melody Y. Ivory and
Edward F. Gehringer Panel on the development, maintenance,
and use of course Web sites . . . . . . 94--95
Daniel D. Garcia and
David Ginat and
Peter Henderson Everything you always wanted to know
about game theory: but were afraid to
ask . . . . . . . . . . . . . . . . . . 96--97
Andrea Beth Campbell and
Roy P. Pargas Laptops in the classroom . . . . . . . . 98--102
Stuart Reges Using undergraduates as teaching
assistants at a state university . . . . 103--107
J. McGrath Cohoon and
Rebecca Shwalb and
Lih-Yuan Chen Faculty turnover in CS departments . . . 108--112
John Cigas An introductory course in network
administration . . . . . . . . . . . . . 113--116
Brian H. Cameron and
Kay Wijekumar The effectiveness of simulation in a
hybrid and on-line networking course . . 117--119
Michael J. Jipping and
Agata Bugaj and
Liliyana Mihalkova and
Donald E. Porter Using Java to Teach Networking Concepts
With a Programmable Network Sniffer . . 120--124
Julie Barnes and
Rob Bryant and
Daniel D. McCracken and
Susan Reiser Teaching human-computer interaction:
reports from the trenches . . . . . . . 125--126
William M. Waite and
Michele H. Jackson and
Amer Diwan The conversational classroom . . . . . . 127--131
Michael Clancy and
Nate Titterton and
Clint Ryan and
Jim Slotta and
Marcia Linn New roles for students, instructors, and
computers in a lab-based introductory
programming course . . . . . . . . . . . 132--136
Denise Woit and
David Mason Effectiveness of online assessment . . . 137--141
Jane Prey and
Ernest McDuffie and
Harriet Taylor Taking advantage of national science
foundation funding opportunities . . . . 142--142
Raymond Lister and
John Leaney Introductory programming,
criterion-referencing, and bloom . . . . 143--147
H. Chad Lane and
Kurt VanLehn Coached program planning: dialogue-based
support for novice program design . . . 148--152
Maria Hristova and
Ananya Misra and
Megan Rutter and
Rebecca Mercuri Identifying and Correcting Java
Programming Errors for Introductory
Computer Science Students . . . . . . . 153--156
Michael T. Grinder A preliminary empirical evaluation of
the effectiveness of a finite state
automaton animator . . . . . . . . . . . 157--161
Ayonike Akingbade and
Thomas Finley and
Diana Jackson and
Pretesh Patel and
Susan H. Rodger JAWAA: easy Web-based animation from CS
0 to advanced CS courses . . . . . . . . 162--166
Jeff Lucas and
Thomas L. Naps and
Guido Rößling VisualGraph: a graph class designed for
both undergraduate students and
educators . . . . . . . . . . . . . . . 167--171
Andrew T. Phillips and
Jack S. E. Tan Exploring security vulnerabilities by
exploiting buffer overflow using the
MIPS ISA . . . . . . . . . . . . . . . . 172--176
Steven Robbins Using remote logging for teaching
concurrency . . . . . . . . . . . . . . 177--181
John M. D. Hill and
Clark K. Ray and
Jean R. S. Blair and
Curtis A. Carver, Jr. Puzzles and games: addressing different
learning styles in teaching operating
systems concepts . . . . . . . . . . . . 182--186
Sandra DeLoatch and
Henry Walker and
Frank H. Young On serving as department chair:
suggestions from veterans . . . . . . . 187--188
William Marion and
Adrienne Bloss and
Kris Powers and
Doug Baldwin How departments are responding to the
mathematics recommendations in CC2001 189--190
Stephen Cooper and
Wanda Dann and
Randy Pausch Teaching objects-first in introductory
computer science . . . . . . . . . . . . 191--195
Nira Herrmann and
Jeffrey L. Popyack and
Bruce Char and
Paul Zoski and
Christopher D. Cera and
Robert N. Lass and
Aparna Nanjappa Redesigning introductory computer
programming using multi-level online
modules for a mixed audience . . . . . . 196--200
Dean Sanders and
Brian Dorn Jeroo: a tool for introducing
object-oriented programming . . . . . . 201--204
Kevin R. Burger Teaching Two-Dimensional Array Concepts
in Java With Image Processing Examples 205--209
Josh Tenenberg A framework approach to teaching data
structures . . . . . . . . . . . . . . . 210--214
Alistair E. R. Campbell and
Geoffrey L. Catto and
Eric E. Hansen Language-independent interactive data
visualization . . . . . . . . . . . . . 215--219
Doug Baldwin A compiler for teaching about compilers 220--223
Paul J. Wagner and
Elizabeth Shoop and
John V. Carlis Using scientific data to teach a
database systems course . . . . . . . . 224--228
Arthur H. Lee A manageable Web software architecture:
searching for simplicity . . . . . . . . 229--233
James Huggins and
Joseph Bergin and
James Caristi and
Ellen Walker Survivor: getting through that class the
first time . . . . . . . . . . . . . . . 234--235
Peter B. Henderson and
William Barker and
Susanna Epp and
William Marion Math educators, computer science
educators: working together . . . . . . 236--237
Andrew T. Phillips and
Daniel E. Stevenson and
Michael R. Wick Implementing CC2001: a breadth-first
introductory course for a just-in-time
curriculum design . . . . . . . . . . . 238--242
Kris D. Powers Breadth-also: a rationale and
implementation . . . . . . . . . . . . . 243--247
Christine Shannon Another breadth-first approach to CS I
using Python . . . . . . . . . . . . . . 248--251
Prabhaker Mateti A laboratory-based course on Internet
security . . . . . . . . . . . . . . . . 252--256
Surendar Chandra Beacond: a peer-to-peer system to teach
ubiquitous computing . . . . . . . . . . 257--261
Peter Steenkiste A network project course based on
network processors . . . . . . . . . . . 262--266
Sue Fitzgerald and
G. Michael Schneider and
Robert M. Aiken and
Barry Fagin The Fulbright Program: international
teaching and curriculum development
experiences . . . . . . . . . . . . . . 267--268
Peter Van Roy and
Joe Armstrong and
Matthew Flatt and
Boris Magnusson The role of language paradigms in
teaching programming . . . . . . . . . . 269--270
Scot Drysdale and
Judith Hromcik and
Mark Allen Weiss and
Reg Hahne Java in the Morning\ldots Java in the
Evening\ldots Java in 2004 . . . . . . . 271--272
Joel Adams and
Jeremy Frens Object Centered Design for Java:
Teaching OOD in CS-1 . . . . . . . . . . 273--277
Daniel E. Stevenson and
Andrew T. Phillips Implementing Object Equivalence in Java
Using the Template Method Design Pattern 278--282
Michael R. Wick An Object-Oriented Refactoring of
Huffman Encoding using the Java
Collections Framework . . . . . . . . . 283--287
Ray Giguette Pre-games: games designed to introduce
CS1 and CS2 programming assignments . . 288--292
Dennis J. Bouvier Pilot study: living flowcharts in an
introduction to programming course . . . 293--295
Shannon Pollard and
Jeffrey Forbes Hands-on labs without computers . . . . 296--300
Lillian N. Cassel and
John Impagliazzo and
Ann Lally and
Edward A. Fox and
Manuel A. Pérez-Quiñones and
Jane Prey Report on the NSF major educational
funding initiative for a National
Science, Technology, Engineering, and
Mathematics Education Digital Library
(NSDL) with special emphasis on the
Computing Education component . . . . . 301--302
Vicki L. Almstrum and
David Ginat and
Orit Hazzan and
John M. Clement Transfer to/from computing science
education: the case of science education
research . . . . . . . . . . . . . . . . 303--304
Allen Tucker and
Fadi Deek and
Jill Jones and
Dennis McCowan and
Chris Stephenson and
Anita Verno Toward a K-12 computer science
curriculum . . . . . . . . . . . . . . . 305--306
Barry Fagin and
Laurence Merkle Measuring the effectiveness of robots in
teaching computer science . . . . . . . 307--311
Susan P. Imberman Teaching neural networks using LEGO
handy board robots in an artificial
intelligence course . . . . . . . . . . 312--316
Douglas Blank and
Lisa Meeden and
Deepak Kumar Python robotics: an environment for
exploring robotics beyond LEGOs . . . . 317--321
Sandy Graham and
Celine Latulipe CS girls rock: sparking interest in
computer science and debunking the
stereotypes . . . . . . . . . . . . . . 322--326
Paolo A. G. Sivilotti and
Murat Demirbas Introducing middle school girls to fault
tolerant computing . . . . . . . . . . . 327--331
Peter B. Henderson ISSAC: Indiana Student Software Awards
Competition . . . . . . . . . . . . . . 332--335
Michael Eisenberg Creating a computer science canon: a
course of ``classic'' readings in
computer science . . . . . . . . . . . . 336--340
Lisa C. Kaczmarczyk A technical writing class for computer
science majors: measuring student
perceptions of learning . . . . . . . . 341--345
Tina Götschi and
Ian Sanders and
Vashti Galpin Mental models of recursion . . . . . . . 346--350
D. Paul Benjamin and
Charles Border and
Robert Montante and
Paul J. Wagner Undergraduate cyber security course
projects . . . . . . . . . . . . . . . . 351--352
Nick Parlante and
Jeffrey Popyack and
Stuart Reges and
Stephen Weiss and
Scott Dexter and
Chaya Gurwitz and
Joseph Zachary and
Grant Braught Nifty assignments . . . . . . . . . . . 353--354
John Impagliazzo and
Robert Sloan and
Andrew McGettrick and
Pradip K. Srimani Computer engineering computing curricula 355--356
Jeffrey L. Popyack and
Nira Herrmann and
Paul Zoski and
Bruce Char and
Chris Cera and
Robert N. Lass Academic dishonesty in a high-tech
environment . . . . . . . . . . . . . . 357--358
Nachiappan Nagappan and
Laurie Williams and
Miriam Ferzli and
Eric Wiebe and
Kai Yang and
Carol Miller and
Suzanne Balik Improving the CS1 experience with pair
programming . . . . . . . . . . . . . . 359--362
Lynda Thomas and
Mark Ratcliffe and
Ann Robertson Code warriors and code-a-phobes: a study
in attitude and pair programming . . . . 363--367
Anthony Joseph and
Mabel Payne Group dynamics and collaborative group
performance . . . . . . . . . . . . . . 368--371
Steve Cunningham and
Angela B. Shiflet Computer graphics in undergraduate
computational science education . . . . 372--375
Alexander A. Sherstov Distributed visualization of graph
algorithms . . . . . . . . . . . . . . . 376--380
John Lowther and
Ching-Kuang Shene Teaching B-splines is not difficult! . . 381--385
Dale Reed and
Sam John Web annotator . . . . . . . . . . . . . 386--390
J. E. Labra Gayo and
J. M. Morales Gil and
A. M. Fernández Álvarez and
H. Sagastegui Chigne A generic e-learning multiparadigm
programming language system: IDEFIX
project . . . . . . . . . . . . . . . . 391--395
Joseph L. Zachary and
Peter A. Jensen Exploiting value-added content in an
online course: introducing programming
concepts via HTML and JavaScript . . . . 396--400
Williams C. Judith and
Bettina Bair and
Jürgen Börstler and
Lethbridge C. Timothy and
Ken Surendran Client sponsored projects in software
engineering courses . . . . . . . . . . 401--402
William Collins and
Josh Tenenberg and
Raymond Lister and
Suzanne Westbrook The role for framework libraries in CS2 403--404
Allan Fisher and
Jane Margolis Unlocking the clubhouse: women in
computing . . . . . . . . . . . . . . . .23
Eric Roberts Keynote address: Expanding the audience
for computer science . . . . . . . . . . .23
Mark Guzdial and
Elliot Soloway Computer science is more important than
calculus: the challenge of living up to
our potential . . . . . . . . . . . . . 5--8
C. Dianne Martin Computing curricula 2001: reverse
engineering a computer science
curriculum (part 2) . . . . . . . . . . 9--10
John A. N. Lee ``Lee's law'' . . . . . . . . . . . . . 10--12
Tony Clear Documentation and agile methods:
striking a balance . . . . . . . . . . . 12--13
John T. Gorgone Information technology accreditation
criteria . . . . . . . . . . . . . . . . 13--15
Raymond Lister A research manifesto, and the relevance
of phenomenography . . . . . . . . . . . 15--16
Renée McCauley Resources for teaching and learning
about human-computer interaction . . . . 16--17
Janet Hartman Corporate clips . . . . . . . . . . . . 17--19
Henry MacKay Walker Lessons from the CUPM . . . . . . . . . 19--21
Judith L. Gersting and
Frank H. Young Treating our students as adults . . . . 21--22
P. G. Thomas Examinations in computing over the
Internet . . . . . . . . . . . . . . . . 22--24
Robert D. Campbell Cybersecurity . . . . . . . . . . . . . 24--26
Jeffrey Popyack Scholarship, student awards,
microbreweries, and baseball . . . . . . 26--27
Peter B. Henderson Inductive reasoning . . . . . . . . . . 27--29
David Ginat Sorting and disorders . . . . . . . . . 29--30
Nick Parlante Platonic Euler solids . . . . . . . . . 30--31
Carlos Iván Chesñevar and
María L. Cobo and
William Yurcik Using theoretical computer simulators
for formal languages and automata theory 33--37
Orit Hazzan Application of computer science ideas to
the presentation of mathematical
theorems and proofs . . . . . . . . . . 38--42
Ranjan Chaudhuri Do the arithmetic operations really
execute in constant time? . . . . . . . 43--44
Trudy Howles Fostering the growth of a software
quality culture . . . . . . . . . . . . 45--47
John F. Dooley Software engineering in the liberal
arts: combining theory and practice . . 48--51
Louise E. Moses Design issues in the visual era . . . . 52--56
Michael A. Wirth E-notes: using electronic lecture notes
to support active learning in computer
science . . . . . . . . . . . . . . . . 57--60
Paula Gabbert Globalization and the computing
curriculum . . . . . . . . . . . . . . . 61--65
Lisa Jamba-Joyner and
William F. Klostermeyer Predictors for success in a discrete
math course . . . . . . . . . . . . . . 66--69
Kent White A comprehensive CMPS II semester project 70--73
Ross Grable Information characteristics for the
curriculum . . . . . . . . . . . . . . . 74--77
Nelishia Pillay Developing intelligent programming
tutors for novice programmers . . . . . 78--82
Michaelangelo Salcedo Faculty and the 21$^s t$ century student
in USA higher education . . . . . . . . 83--87
Michaelangelo Salcedo Faculty and the 21st century student in
USA higher education . . . . . . . . . . 83--87
Jesse M. Heines Enabling XML Storage from Java Applets
in a GUI Programming Course . . . . . . 88--93
Andrew T. Phillips and
C. Alex Buerkle A computational science case study:
classification of hybrids using genetic
markers and maximum-likelihood estimates 94--98
Stephen P. Carl The treatment of deep vs. shallow copy
in introductory C++ textbooks . . . . . 99--102
Jonathan P. Bernick The Flo-and-Mac problem: a tool for
encouraging undergraduate research . . . 103--106
Mithun Acharya and
Robert Funderlic `Laurel and Hardy' model for analyzing
process synchronization algorithms and
primitives . . . . . . . . . . . . . . . 107--110
Philip J. Burton and
Russel E. Bruhn Teaching programming in the OOP era . . 111--114
Torben Lorenzen The reverse trace: a programming tool 115--116
Timothy J. Rolfe Spreadsheet-aided numerical
experimentation: analytic formula for
Fibonacci numbers . . . . . . . . . . . 117--119
John Mason Comments considered harmful . . . . . . 120--122
Thomas L. Naps and
Guido Rößling and
Vicki L. Almstrum and
Wanda Dann and
Rudolf Fleischer and
Christopher D. Hundhausen and
Ari Korhonen and
Lauri Malmi and
Myles F. McNally and
Susan H. Rodger and
J. Ángel Velázquez-Iturbide Exploring the role of visualization and
engagement in computer science education 131--152
John P. Dougherty and
Tom Dececchi and
Tony Clear and
Brad Richards and
Stephen Cooper and
Tadeusz Wilusz Information technology fluency in
practice . . . . . . . . . . . . . . . . 153--171
Martin Dick and
Judy Sheard and
Catherine C. Bareiss and
Janet Carter and
Donald Joyce and
Trevor Harding and
Cary Laxer Addressing student cheating: definitions
and solutions . . . . . . . . . . . . . 172--184
Peter B. Henderson and
Lewis E. Hitchner and
Sister Jane Fritz and
Bill Marion and
Christelle Scharff and
John Hamer and
Charles Riedesel Materials development in support of
mathematical thinking . . . . . . . . . 185--190
Pamela B. Lawhead and
Michaele E. Duncan and
Constance G. Bland and
Michael Goldweber and
Madeleine Schep and
David J. Barnes and
Ralph G. Hollingsworth A road map for teaching introductory
programming using LEGO\TM Mindstorms
robots . . . . . . . . . . . . . . . . . 191--201
Christos H. Papadimitriou Mythematics: storytelling in the
teaching of computer science and
mathematics . . . . . . . . . . . . . . 1--1
Donald E. Knuth Bottom-up education . . . . . . . . . . 2--2
Orit Hazzan Cognitive and social aspects of software
engineering: a course framework . . . . 3--6
Henrik Bærbak Christensen Systematic testing should not be a topic
in the computer science curriculum! . . 7--10
Andrew Patterson and
Michael Kölling and
John Rosenberg Introducing unit testing with BlueJ . . 11--15
João Paulo Barros and
Luís Estevens and
Rui Dias and
Rui Pais and
Elisabete Soeiro Using lab exams to ensure programming
practice in an introductory programming
course . . . . . . . . . . . . . . . . . 16--20
Sita Ramakrishan MUSE studio lab and innovative software
engineering capstone project experience 21--25
Annegret Goold Providing process for projects in
capstone courses . . . . . . . . . . . . 26--29
Panagiotis K. Linos and
Stephanie Herman and
Julie Lally A service-learning program for computer
science and software engineering . . . . 30--34
Boris Koldehofe and
Marina Papatriantafilou and
Philippas Tsigas Integrating a simulation-visualisation
environment in a basic distributed
systems course: a case study using
LYDIAN . . . . . . . . . . . . . . . . . 35--39
J. R. Parker and
Katrin Becker Measuring effectiveness of
constructivist and behaviourist
assignments in CS102 . . . . . . . . . . 40--44
Judy Sheard and
Martin Dick Influences on cheating practice of
graduate students in IT courses: what
are the factors? . . . . . . . . . . . . 45--49
Pete Thomas The evaluation of electronic marking of
examinations . . . . . . . . . . . . . . 50--54
James A. Redmond and
Cathal Walsh and
Adrian Parkinson Equilibrating instructional media for
cognitive styles . . . . . . . . . . . . 55--59
Charlie McDowell and
Brian Hanks and
Linda Werner Experimenting with pair programming in
the classroom . . . . . . . . . . . . . 60--64
Sarah Schwarm and
Tammy VanDeGrift Making connections: using classroom
assessment to elicit students' prior
knowledge and construction of concepts 65--69
Kathy Lynch and
Selby Markham The winds of change: students' comfort
level in different learning environments 70--73
Daniel L. Moody and
Guttorm Sindre Incorporating quality assurance
processes into requirements analysis
education . . . . . . . . . . . . . . . 74--78
Mark Ratcliffe and
Lynda Thomas and
Wayne Ellis and
Benjy Thomasson Capturing collaborative designs to
assist the pedagogical process . . . . . 79--83
Wanda Dann and
Toby Dragon and
Stephen Cooper and
Kevin Dietzler and
Kathleen Ryan and
Randy Pausch Objects: visualization of behavior and
state . . . . . . . . . . . . . . . . . 84--88
Richard Rasala Embryonic object versus mature object:
object-oriented style and pedagogical
theme . . . . . . . . . . . . . . . . . 89--93
Chris Nevison and
Barbara Wells Teaching Objects Early and Design
Patterns in Java Using Case Studies . . 94--98
Mary J. Granger and
Joyce Currie Little Classroom discussions: policies and
responsibilities of Internet Service
Providers . . . . . . . . . . . . . . . 99--103
Mark Guzdial A media computation course for
non-majors . . . . . . . . . . . . . . . 104--108
Peter Bògh Andersen and
Jens Bennedsen and
Steffen Brandorff and
Michael E. Caspersen and
Jesper Mosegaard Teaching programming to liberal arts
students: a narrative media approach . . 109--113
Timothy Huang and
Frank Swenton Teaching undergraduate software design
in a liberal arts environment using
RoboCup . . . . . . . . . . . . . . . . 114--118
Edward L. Jones and
Clement S. Allen Repositories for CS courses: an
evolutionary tale . . . . . . . . . . . 119--123
Cecile Yehezkel Making program execution comprehensible
one level above the machine language . . 124--128
Timothy S. Gegg-Harrison and
Gary R. Bunce and
Rebecca D. Ganetzky and
Christina M. Olson and
Joshua D. Wilson Studying program correctness by
constructing contracts . . . . . . . . . 129--133
James Allert A companion technology approach to CS1:
handheld computers with concept
visualization software . . . . . . . . . 134--138
Mary Ann Robbert and
Catherine M. Ricardo Trends in the evolution of the database
curriculum . . . . . . . . . . . . . . . 139--143
Bruria Haberman and
Ela Lev and
Dorothy Langley Action research as a tool for promoting
teacher awareness of students'
conceptual understanding . . . . . . . . 144--148
Arnold N. Pears and
Mats Daniels Structuring CSed research studies:
connecting the pieces . . . . . . . . . 149--153
David Ginat The novice programmers' syndrome of
design-by-keyword . . . . . . . . . . . 154--157
Judy Sheard and
Jan Miller and
Sita Ramakrishnan Web-based discussion forums: the staff
perspective . . . . . . . . . . . . . . 158--162
Pilu Crescenzi and
Gaia Innocenti A tool to develop electronic course
books based on WWW technologies,
resources and usability criteria . . . . 163--167
Robert N. Lass and
Christopher D. Cera and
Nathaniel T. Bomberger and
Bruce Char and
Jeffrey L. Popyack and
Nira Herrmann and
Paul Zoski Tools and techniques for large scale
grading using Web-based commercial
off-the-shelf software . . . . . . . . . 168--172
Jakko Kurhila and
Miikka Miettinen and
Petri Nokelainen and
Patrik Floréen and
Henry Tirri Peer-to-peer learning with open-ended
writable Web . . . . . . . . . . . . . . 173--177
Orit Hazzan Computer science students' conception of
the relationship between reward (grade)
and cooperation . . . . . . . . . . . . 178--182
Stavros Demetriadis and
Evangelos Triantfillou and
Andreas Pombortsis A phenomenographic study of students'
attitudes toward the use of multiple
media for learning . . . . . . . . . . . 183--187
Lisa Meeden and
Tia Newhall and
Doug Blank and
Deepak Kumar Using departmental surveys to assess
computing culture: quantifying gender
differences in the classroom . . . . . . 188--192
Phoenix Moorman and
Elizabeth Johnson Still a stranger here: attitudes among
secondary school students towards
computer science . . . . . . . . . . . . 193--197
Volker Turau HTTPExplorer: exploring the hypertext
transfer protocol . . . . . . . . . . . 198--201
Evelyn P. Rozanski and
Nan C. Schaller Integrating usability engineering into
the computer science curriculum: a
proposal . . . . . . . . . . . . . . . . 202--206
S. Azadegan and
M. Lavine and
M. O'Leary and
A. Wijesinha and
M. Zimand An undergraduate track in computer
security . . . . . . . . . . . . . . . . 207--210
Lawrence D'Antonio Incorporating bioinformatics in an
algorithms course . . . . . . . . . . . 211--214
Keitha A. Murray and
Jesse M. Heines and
Michael Kölling and
Tom Moore and
Paul J. Wagner and
Nan C. Schaller and
John A. Trono Experiences with IDEs and Java Teaching:
What Works and What Doesn't . . . . . . 215--216
Ann E. K. Sobel and
Tim Lethbridge IEEE-CS/ACM computing curricula:
software engineering volume . . . . . . 217--218
Liz Adams and
Mats Daniels and
Annegret Goold and
Orit Hazzan and
Kathy Lynch and
Ian Newman Challenges in teaching capstone courses 219--220
John Impagliazzo Computer engineering curriculum
development . . . . . . . . . . . . . . 221--221
Robert D. Campbell and
Elizabeth K. Hawthorne and
Karl J. Klee Curricular projects of the ACM two-year
college education committee . . . . . . 222--222
Mark A. Boshart and
Martha J. Kosa Growing a GUI from an XML tree . . . . . 223--223
Noa Ragonis and
Bruria Haberman A multi-level distance learning-based
course for high-school computer science
leading-teachers . . . . . . . . . . . . 224--224
Jonathan Holloway and
Mark Ratcliffe Development of a MLE by students for
students using extreme programming
techniques . . . . . . . . . . . . . . . 225--225
Kathleen Arnold Gray and
Mark Guzdial and
Spencer Rugaber Extending CRC cards into a complete
design process . . . . . . . . . . . . . 226--226
Guido Rößling and
Henning Bär and
Christoph Trompler and
Chin-Man Choi Mobile computing in education . . . . . 227--227
Chuck Leska Learning to Develop GUIs in Java Using
Closed Labs . . . . . . . . . . . . . . 228--228
Hilary Bentley and
Jenny Davies and
Jo Allan The stepping stones project . . . . . . 229--229
Dawn Cizmar Software engineering concepts for
multimedia development . . . . . . . . . 230--230
Marina Papastergiou Introducing non-computer science
undergraduates to Web development:
results of an investigative study on
student teachers . . . . . . . . . . . . 231--231
William Fone Using semiotics to analyze the
efficiency of a model in teaching . . . 232--232
S. Xinogalos objectKarel: a didactic microworld for
teaching object-oriented programming . . 233--233
Harriet G. Taylor and
Jane C. Prey Putting ITiCSE into practice through NSF
funding programs . . . . . . . . . . . . 234--234
Robert D. Campbell and
Elizabeth K. Hawthorne and
Karl J. Klee The role of two-year colleges in
educating the cyber-security workforce 235--235
Chye-Foong Yong and
Colin Higgins Automatically creating personalised
exercises based on student profiles . . 236--236
Arnold N. Pears and
Lars Pettersson and
Carl Erickson Enriching online learning resources with
``explanograms'' . . . . . . . . . . . . 237--237
Richard J. Anderson and
Ruth Anderson and
Tammy VanDeGriff and
Steven A. Wolfman and
Ken Yasuhara Classroom presentation from the tablet
PC . . . . . . . . . . . . . . . . . . . 238--238
Mary Z. Last Preparing students for distributed
teamwork . . . . . . . . . . . . . . . . 239--239
Peter Chalk and
Claire Bradley and
Poppy Pickard Designing and evaluating learning
objects for introductory programming
education . . . . . . . . . . . . . . . 240--240
Mark Trakhtenbrot Analysis of typical misconceptions in a
theoretical CS course, and how to
address them in e-learning . . . . . . . 241--241
Lecia J. Barker and
Kathy Garvin-Doxas The effect of institutional
characteristics on participation of
women in computer science Bachelors
degree programs . . . . . . . . . . . . 242--242
Georgouli Ekaterini and
Bakoyannis Spyros and
Giannakoulias Panagiotis Teaching IT in secondary education
through problem-based learning could be
really beneficial . . . . . . . . . . . 243--243
Christopher D. Cera and
Bruce Char and
Nira Herrmann and
Robert N. Lass and
Aparna Nanjappa and
Jeffrey L. Popyack and
Paul Zoski High-tech dishonesty: cheating,
plagiarism and detection . . . . . . . . 244--244
Chris DiGiano and
Mike Griffin and
Jeff Huang and
Mark Chung Consolidating Ed-tech co-design best
practices through the TRAILS project . . 245--245
Deborah Knox and
Lillian N. Cassel and
John Impagliazzo Using the NSDL and CITIDEL to enhance
teaching . . . . . . . . . . . . . . . . 246--246
Omid Mirmotahari and
Christian Holmboe and
Jens Kaasbòll Difficulties learning computer
architecture . . . . . . . . . . . . . . 247--247
Benjoe A. Juliano and
Chi-Hui Chen and
Elena Kroumova Observations from using two modes of
teaching undergraduate computer
architecture . . . . . . . . . . . . . . 248--248
M. Georgiopoulos and
J. Castro and
A. Wu and
R. DeMara and
E. Gelenbe and
A. Gonzalez and
M. Kysilka and
M. Mollaghasemi CRCD in machine learning at the
University of Central Florida:
preliminary experiences . . . . . . . . 249--249
Katrin Becker A multiple intelligences approach to
teaching number systems . . . . . . . . 250--250
Rachel Or-Bach and
Ilana Lavy Students' understanding of object
orientation . . . . . . . . . . . . . . 251--251
J. R. Parker and
Katrin Becker and
Douglas McCullough Computer science and the arts: some
multi-disciplinary teaching
collaborations . . . . . . . . . . . . . 252--252
Katrin Becker Grading programming assignments using
rubrics . . . . . . . . . . . . . . . . 253--253
Kirk Scott Teaching Graphical Interface Programming
in Java with the Game of Wari . . . . . 254--254
Lillian N. Cassel Using CITIDEL resources to support
documenting objectives and outcomes . . 255--255
Judith Gal-Ezer and
Tamar Vilner and
Ela Zur Teaching algorithm efficiency in a CS1
course SBTa different approach . . . . . 256--256
Ravikumar Darbhamulla and
Manirupa Das and
Pamela Lawhead Student status monitoring tool (SSM):
proxy for the real world expert in
online course delivery . . . . . . . . . 257--257
Lecia J. Barker and
Kathy Garvin-Doxas Why project courses sometimes widen the
experience gap among students . . . . . 258--258
Christopher D. Cera and
Bruce Char and
Nira Herrmann and
Robert N. Lass and
Aparna Nanjappa and
Jeffrey L. Popyack and
Paul Zoski The DUPLEX project . . . . . . . . . . . 259--259
Lillian N. Cassel and
John Impagliazzo and
Deborah Knox and
C. Lee Giles and
Edward A. Fox and
JAN Lee and
Manuel A. Pérez-Quiñones Using an education oriented digital
library to organize and present classes
in computing and information . . . . . . 260--260
Vladimir Nodelman Learning computer graphics by
programming: linking theory and practice 261--261
Timothy S. Gegg-Harrison and
Gary R. Bunce and
Rebecca D. Ganetzky and
Christina M. Olson and
Joshua D. Wilson Studying program correctness in ProVIDE 262--262
Petr Sojka Animations in PDF . . . . . . . . . . . 263--263
Ananda Gunawardena and
Victor Adamchik A customized learning objects approach
to teaching programming . . . . . . . . 264--264
Petr Sojka Rapid evaluation using multiple choice
tests and TeX . . . . . . . . . . . . . 265--265
Esa Kujansuu and
Marko Kulmala Codewitz: producing interactive
elearning material for beginners in
programming . . . . . . . . . . . . . . 266--266
Charalampos Papamanthou and
Konstantinos Paparrizos A visualization of the primal simplex
algorithm for the assignment problem . . 267--267
Rodica Baciu SysRel: an interactive application for
training . . . . . . . . . . . . . . . . 268--268
Òyvind Kolås and
Ivar Farup Increasing assignment motivation using a
game AI tournament . . . . . . . . . . . 269--269
Don Goelman Student empowerment in a survey course 270--270
Katrin Becker Assignments that meet the needs of
exceptional students without
disadvantaging the average . . . . . . . 271--271
Gerald Kruse ``Magic numbers'' approach to
introducing binary number representation
in CS0 . . . . . . . . . . . . . . . . . 272--272
James H. Paterson and
John Haddow Teaching Java: Using an Object-Oriented
Database and the BlueJ IDE . . . . . . . 273--273
Mary-Angela Papalaskari Peer evaluation in an algorithms course 274--274
Petr Sojka Interactive teaching materials in PDF
using JavaScript . . . . . . . . . . . . 275--275
Kathy Garvin-Doxas and
Lecia J. Barker Creating learning environments that
support interaction . . . . . . . . . . 276--276
George Papadopoulos and
Hariton M. Polatoglou Using ToolBook authoring tool to
facilitate the teaching of algorithms 277--277
Christos H. Papadimitriou MythematiCS: in praise of storytelling
in the teaching of computer science and
math . . . . . . . . . . . . . . . . . . 7--9
Don Gotterbarn Injectable computers: once more into the
breach! the life cycle of computer
ethics awareness . . . . . . . . . . . . 10--11
Michael R. Williams The computer history museum . . . . . . 12--13
Tony Clear The waterfall is dead..: long live the
waterfall!! . . . . . . . . . . . . . . 13--14
John T. Gorgone ABET's general accreditation criteria to
apply to all computing programs . . . . 14--16
Raymond Lister The five orders of teaching ignorance 16--17
Renée McCauley Rubrics as assessment guides . . . . . . 17--18
Henry MacKay Walker Do computer games have a role in the
computing classroom? . . . . . . . . . . 18--20
Robert D. Campbell ACM two-year college education committee
report . . . . . . . . . . . . . . . . . 20--21
Jeffrey Popyack Scholarships, awards, advice, and the
abacus . . . . . . . . . . . . . . . . . 21--23
Peter B. Henderson More on inductive reasoning . . . . . . 23--25
David Ginat Board reconstruction . . . . . . . . . . 25--26
Nick Parlante Astrachan's law . . . . . . . . . . . . 26--27
Tami Lapidot and
Orit Hazzan Methods of teaching a computer science
course for prospective teachers . . . . 29--34
Jacqueline Wong and
Timon Du Project-centered teaching on CBIS to
IBBA students in Hong Kong . . . . . . . 35--38
Juan Manuel Dodero and
Camino Fernández and
Daniel Sanz An experience on students' participation
in blended vs. online styles of learning 39--42
Carol Traynor and
Maria McKenna Service learning models connecting
computer science to the community . . . 43--46
Faith Clarke and
Han Reichgelt The importance of explicitly stating
educational objectives in computer
science curricula . . . . . . . . . . . 47--50
Theresa Beaubouef Why computer science students need
language . . . . . . . . . . . . . . . . 51--54
Cindy H. Randall and
Barbara Price and
Han Reichgelt Women in computing programs: does the
incredible shrinking pipeline apply to
all computing programs? . . . . . . . . 55--59
Sei-Jong Chung Network protocols: correcting
transmission errors of up to two bits 60--62
Timothy J. Rolfe Program optimization: enforcement of
local access and array access via
pointers . . . . . . . . . . . . . . . . 63--65
Jonathan P. Bernick A translation of the one-to-one
relationship for introductory relational
database courses . . . . . . . . . . . . 66--67
Lisa J. Burnell and
John W. Priest and
John R. Durrett Assessment of a resource limited process
for multidisciplinary projects . . . . . 68--71
William S. Curran Teaching software engineering in the
computer science curriculum . . . . . . 72--75
Michael M. Pickard and
Jason R. Adams Model determination tool (MDT): a
multipurpose software engineering
learning utensil . . . . . . . . . . . . 76--78
Douglas Bell and
Mehdi Mir-Ghasemi Teaching data structures using list
boxes . . . . . . . . . . . . . . . . . 79--81
Charles S. Saxon Object-oriented recursive descent
parsing in C# . . . . . . . . . . . . . 82--85
Kenny Hunt Using image processing to teach CS1 and
CS2 . . . . . . . . . . . . . . . . . . 86--89
Chenglie Hu A framework for applet animations with
controls . . . . . . . . . . . . . . . . 90--93
Russel E. Bruhn and
Philip J. Burton An Approach to Teaching Java Using
Computers . . . . . . . . . . . . . . . 94--99
Janet Carter and
Kirsti Ala-Mutka and
Ursula Fuller and
Martin Dick and
John English and
William Fone and
Judy Sheard How Shall We Assess This? . . . . . . . 107--123
Thomas L. Naps and
Stephen Cooper and
Boris Koldehofe and
Charles Leska and
Guido Rößling and
Wanda Dann and
Ari Korhonen and
Lauri Malmi and
Jarmo Rantakokko and
Rockford J. Ross and
Jay Anderson and
Rudolf Fleischer and
Marja Kuittinen and
Myles F. McNally Evaluating the educational impact of
visualization . . . . . . . . . . . . . 124--136
Sylvia Alexander and
Martyn Clark and
Ken Loose and
June Amillo and
Mats Daniels and
Roger D. Boyle and
Cary Laxer and
Dermot Shinners-Kennedy Case studies in admissions to and early
performance in computer science degrees 137--147
Mordechai (Moti) Ben-Ari The Concorde doesn't fly anymore . . . . 1--1
Tammy VanDeGrift Coupling pair programming and writing:
learning about students' perceptions and
processes . . . . . . . . . . . . . . . 2--6
Neha Katira and
Laurie Williams and
Eric Wiebe and
Carol Miller and
Suzanne Balik and
Ed Gehringer On understanding compatibility of
student pair programmers . . . . . . . . 7--11
William M. Waite and
Michele H. Jackson and
Amer Diwan and
Paul M. Leonardi Student culture vs group work in
computer science . . . . . . . . . . . . 12--16
Ryan Chmiel and
Michael C. Loui Debugging: from novice to expert . . . . 17--21
Jim Etheredge CMeRun: program logic debugging
courseware for CS1/CS2 students . . . . 22--25
Stephen H. Edwards Using software testing to move students
from trial-and-error to
reflection-in-action . . . . . . . . . . 26--30
D. Scott McCrickard and
C. M. Chewar and
Jacob Somervell Design, science, and engineering
topics?: teaching HCI with a unified
method . . . . . . . . . . . . . . . . . 31--35
Mary Beth Rosson and
John M. Carroll and
Con M. Rodi Case studies for teaching usability
engineering . . . . . . . . . . . . . . 36--40
L. M. Leventhal and
J. Barnes and
J. Chao Term project user interface
specifications in a usability
engineering course: challenges and
suggestions . . . . . . . . . . . . . . 41--45
Nick Parlante and
David Matuszek and
Jeff Lehman and
David Reed and
John K. Estell and
Donald Chinn Nifty assignments . . . . . . . . . . . 46--47
Steve Cunningham and
Ernest McDuffie and
Harriet Taylor Taking advantage of national science
foundation funding opportunities . . . . 48--48
Eydie Lawson and
Doris K. Lidtke and
Barbara Price Information technology accreditation
activities . . . . . . . . . . . . . . . 49--50
Evan Golub Handwritten slides on a tabletPC in a
discrete mathematics course . . . . . . 51--55
Richard Anderson and
Ruth Anderson and
Beth Simon and
Steven A. Wolfman and
Tammy VanDeGrift and
Ken Yasuhara Experiences with a tablet PC based
lecture presentation system in computer
science courses . . . . . . . . . . . . 56--60
Dave Berque and
Terri Bonebright and
Michael Whitesell Using pen-based computers across the
computer science curriculum . . . . . . 61--65
Nira Herrmann and
Jeffrey L. Popyack and
Bruce Char and
Paul Zoski Assessment of a course redesign:
introductory computer programming using
online modules . . . . . . . . . . . . . 66--70
Merry McDonald and
Brian Dorn and
Gary McDonald A statistical analysis of student
performance in online computer science
courses . . . . . . . . . . . . . . . . 71--74
Barbara Moskal and
Deborah Lurie and
Stephen Cooper Evaluating the effectiveness of a new
instructional approach . . . . . . . . . 75--79
Amer Diwan and
William M. Waite and
Michele H. Jackson PL-detective: a system for teaching
programming language concepts . . . . . 80--84
Andrew T. Phillips Highlighting programming language issues
using mixed language programming in
Maple and C . . . . . . . . . . . . . . 85--89
Eric Fernandes and
Amruth N. Kumar A tutor on scope for the programming
languages course . . . . . . . . . . . . 90--93
Paul De Palma and
Charles Frank and
Suzanne Gladfelter and
Joshua Holden Cryptography and computer security for
undergraduates . . . . . . . . . . . . . 94--95
Sally Fincher SIGCSE special projects showcase . . . . 96--97
Doug Baldwin and
Bill Marion and
Henry Walker Status report on the SIGCSE committee on
the implementation of a discrete
mathematics course . . . . . . . . . . . 98--99
Michael R. Wick and
Daniel E. Stevenson and
Andrew T. Phillips Seven design rules for teaching students
sound encapsulation and abstraction of
object properties and member data . . . 100--104
Steven K. Andrianoff and
Dalton R. Hunkins and
David B. Levine Adding objects to the traditional ACM
programming contest . . . . . . . . . . 105--109
Stuart Hansen The game of set\reg: an ideal example
for introducing polymorphism and design
patterns . . . . . . . . . . . . . . . . 110--114
Eric Roberts The dream of a common language: the
search for simplicity and stability in
computer science education . . . . . . . 115--119
Qusay H. Mahmoud and
W\lodek Dobosiewicz and
David A. Swayne Redesigning Introductory Computer
Programming with HTML, JavaScript, and
Java . . . . . . . . . . . . . . . . . . 120--124
Timothy Davis and
Robert Geist and
Sarah Matzko and
James Westall $ \tau \acute {\epsilon } \chi \nu \eta
$: a first step . . . . . . . . . . . . 125--129
Norman Neff Attribute based compiler implemented
using visitor pattern . . . . . . . . . 130--134
Luiz Filipe M. Vieira and
Marcos Augusto M. Vieira and
Newton J. Vieira Language emulator, a helpful toolkit in
the learning process of computer theory 135--139
Ryan Cavalcante and
Thomas Finley and
Susan H. Rodger A visual and interactive automata theory
course with JFLAP 4.0 . . . . . . . . . 140--144
Nathan Rountree and
Tamar Vilner and
Brenda Cantwell Wilson and
Roger Boyle Predictors For success in studying CS 145--146
Michael Goldweber and
Martyn Clark and
Sally Fincher The relationship between CS education
research and the SIGCSE community . . . 147--148
J. D. Chase and
Dennie Templeton and
Michael Peterson and
Carlotta Eaton and
Diane Wolff and
Edward G. Okie Articulation through a body of
knowledge: a report on an NSF ATE
project involving Radford University and
the Virginia Community College System 149--150
Jeremy D. Frens Taming the Tiger: Teaching the Next
Version of Java . . . . . . . . . . . . 151--155
Charles Reis and
Robert Cartwright Taming a professional IDE for the
classroom . . . . . . . . . . . . . . . 156--160
Viera K. Proulx and
Richard Rasala Java IO and testing made simple . . . . 161--165
Lester I. McCann Contemplate sorting with columnsort . . 166--169
Constantine Roussos Teaching growth of functions using
equivalence classes: an alternative to
big O notation . . . . . . . . . . . . . 170--174
Clifford A. Shaffer Buffer pools and file processing
projects for an undergraduate data
structures course . . . . . . . . . . . 175--178
Lisa Kaczmarczyk and
Gerald Kruse and
Dian Rae Lopez and
Deepak Kumar Incorporating writing into the CS
curriculum . . . . . . . . . . . . . . . 179--180
Mark Burge Pervasive computing in the undergraduate
curriculum . . . . . . . . . . . . . . . 181--182
Andrew Begel and
Daniel D. Garcia and
Steven A. Wolfman Kinesthetic learning in the classroom 183--184
Lori Pollock and
Kathleen McCoy and
Sandra Carberry and
Namratha Hundigopal and
Xiaoxin You Increasing high school girls' self
confidence and awareness of CS through a
positive summer experience . . . . . . . 185--189
Lauren Rich and
Heather Perry and
Mark Guzdial A CS1 course designed to address
interests of women . . . . . . . . . . . 190--194
Lilly Irani Understanding gender and confidence in
CS course culture . . . . . . . . . . . 195--199
Mark A. Holliday and
David Luginbuhl CS1 assessment using memory diagrams . . 200--204
Christopher C. Ellsworth and
James B. Fenwick, Jr. and
Barry L. Kurtz The Quiver System . . . . . . . . . . . 205--209
Charlie Daly and
John Waldron Assessing the assessment of programming
ability . . . . . . . . . . . . . . . . 210--213
Frank Klassner Enhancing Lisp instruction with RCXLisp
and robotics . . . . . . . . . . . . . . 214--218
Leen-Kiat Soh Using game days to teach a multiagent
system class . . . . . . . . . . . . . . 219--223
John M. D. Hill and
Kenneth L. Alford A distributed task environment for
teaching artificial intelligence with
agents . . . . . . . . . . . . . . . . . 224--228
Debra T. Burhans and
Matt DeJongh and
Travis E. Doom and
Mark LeBlanc Bioinformatics in the undergraduate
curriculum: opportunities for computer
science educators . . . . . . . . . . . 229--230
John P. Dougherty and
Thomas B. Horton and
Daniel D. Garcia and
Susan H. Rodger Panel on teaching faculty positions . . 231--232
Eric Roberts Resources to Support the Use of Java in
Introductory Computer Science . . . . . 233--234
Owen Astrachan Why i care about programming and how to
teach it . . . . . . . . . . . . . . . . 235--235
Dawn McKinney and
Leo F. Denton Houston, we have a problem: there's a
leak in the CS1 affective oxygen tank 236--239
Phil Ventura and
Bina Ramamurthy Wanted: CS1 students. no experience
required . . . . . . . . . . . . . . . . 240--244
Grant Braught and
Craig S. Miller and
David Reed Core empirical concepts and skills for
computer science . . . . . . . . . . . . 245--249
Lynda Thomas and
Mark Ratcliffe and
Benjy Thomasson Scaffolding with object diagrams in
first year programming classes: some
unexpected results . . . . . . . . . . . 250--254
David W. Valentine CS educational research: a meta-analysis
of SIGCSE technical symposium
proceedings . . . . . . . . . . . . . . 255--259
Peter DePasquale and
John A. N. Lee and
Manuel A. Pérez-Quiñones Evaluation of subsetting programming
language elements in a novice's
programming environment . . . . . . . . 260--264
Mehdi Amirijoo and
Aleksandra Te\vsanovi\'c and
Simin Nadjm-Tehrani Raising motivation in real-time
laboratories: the soccer scenario . . . 265--269
Nurul I. Sarkar and
Trevor M. Craig Illustrating computer hardware concepts
using PIC-based projects . . . . . . . . 270--274
Saumya Debray Writing efficient programs: performance
issues in an undergraduate CS curriculum 275--279
Frances Grodzinsky and
Ed Gehringer and
Laurie S. King and
Herman Tavani Responding to the challenges of teaching
computer ethics . . . . . . . . . . . . 280--281
Alyce Brady and
Kim Bruce and
Robert Noonan and
Allen Tucker and
Henry Walker The 2003 model curriculum for a liberal
arts degree in computer science:
preliminary report . . . . . . . . . . . 282--283
David Ginat and
Owen Astrachan and
Daniel D. Garcia and
Mark Guzdial ``But it looks right!'': the bugs
students don't see . . . . . . . . . . . 284--285
Michael Kölling and
David J. Barnes Enhancing Apprentice-Based Learning of
Java . . . . . . . . . . . . . . . . . . 286--290
Emily Howe and
Matthew Thornton and
Bruce W. Weide Components-first approaches to CS1/CS2:
principles and practice . . . . . . . . 291--295
Tracy L. Lewis and
Mary Beth Rosson and
Manuel A. Pérez-Quiñones What do the experts say?: teaching
introductory design from an expert's
perspective . . . . . . . . . . . . . . 296--300
David A. Umphress and
James H. Cross II and
Jhilmil Jain and
Nischita Meda and
Larry A. Barowski Bringing J2ME industry practice into the
classroom . . . . . . . . . . . . . . . 301--305
Brad Richards and
Benjamin Stull Teaching wireless networking with
limited resources . . . . . . . . . . . 306--310
Sung Yoo and
Scott Hovis Remote access internetworking laboratory 311--314
David Hovemeyer and
Jeffrey K. Hollingsworth and
Bobby Bhattacharjee Running on the bare metal with GeekOS 315--319
Kenneth A. Reek Design patterns for semaphores . . . . . 320--324
Steven Robbins A disk head scheduling simulator . . . . 325--329
Ernest Ferguson and
Clifton Kussmaul and
Daniel D. McCracken and
Mary Ann Robbert Offshore outsourcing: current conditions
& diagnosis . . . . . . . . . . . . . . . 330--331
Cathy Bareiss and
Kris Powers and
Scott Thede and
Marsha Meredith and
Christine Shannon and
Judy Williams The Computer Science Small Department
Initiative (CS\_SDI) report . . . . . . 332--333
Allen Tucker and
Dennis McCowan and
Fadi Deek and
Chris Stephenson and
Jill Jones and
Anita Verno Implementation challenges for a K-12
computer science curriculum . . . . . . 334--335
Peter J. Denning Great principles in computing curricula 336--341
Gene Spafford What *is* information security? . . . . 342--342
John Fisher and
John Lowther and
Ching-Kuang Shene If you know B-splines well, you also
know NURBS! . . . . . . . . . . . . . . 343--347
John M. Zelle and
Charles Figura Simple, low-cost stereographics: VR for
everyone . . . . . . . . . . . . . . . . 348--352
Timothy J. Hickey Scheme-based Web programming as a basis
for a CS0 curriculum . . . . . . . . . . 353--357
Daniel T. Kaplan Teaching computation to undergraduate
scientists . . . . . . . . . . . . . . . 358--362
Dale Reed and
Sam John and
Ryan Aviles and
Feihong Hsu CFX: finding just the right examples for
CS1 . . . . . . . . . . . . . . . . . . 363--367
Leen-Kiat Soh and
Hong Jiang and
Charles Ansorge Agent-based cooperative learning: a
proof-of-concept experiment . . . . . . 368--372
Judith Bishop and
Nigel Horspool Developing principles of GUI programming
using views . . . . . . . . . . . . . . 373--377
Stuart Hansen and
Timothy Fossum Events not equal to GUIs . . . . . . . . 378--381
Purvi Saraiya and
Clifford A. Shaffer and
D. Scott McCrickard and
Chris North Effective features of algorithm
visualizations . . . . . . . . . . . . . 382--386
T. Dean Hendrix and
James H. Cross II and
Larry A. Barowski An extensible framework for providing
dynamic data structure visualizations in
a lightweight IDE . . . . . . . . . . . 387--391
Ahuva Tikvati and
Mordechai Ben-Ari and
Yifat Ben-David Kolikant Virtual trees for the Byzantine Generals
algorithm . . . . . . . . . . . . . . . 392--396
Christoph Kessler A practical access to the theory of
parallel algorithms . . . . . . . . . . 397--401
Paul J. Wagner and
Jason M. Wudi Designing and implementing a cyberwar
laboratory exercise for a computer
security course . . . . . . . . . . . . 402--406
Cathie LeBlanc and
Evelyn Stiller Teaching computer security at a small
college . . . . . . . . . . . . . . . . 407--411
Ji Hu and
Christoph Meinel and
Michael Schmitt Tele-lab IT security: an architecture
for interactive lessons for security
education . . . . . . . . . . . . . . . 412--416
Debra T. Burhans and
Gary R. Skuse The role of computer science in
undergraduate bioinformatics education 417--421
Roger Boyle and
Martyn Clark CS++: content is not enough . . . . . . 422--426
Yue-Ling Wong and
Jennifer Burg and
Victoria Strokanova Digital media in computer science
curricula . . . . . . . . . . . . . . . 427--431
Kenneth J. Goldman A concepts-first introduction to
computer science . . . . . . . . . . . . 432--436
Carl Burch and
Lynn Ziegler Science of computing suite (SOCS):
resources for a breadth-first
introduction . . . . . . . . . . . . . . 437--441
Adrienne Decker and
Phil Ventura We claim this class for computer
science: a non-mathematician's discrete
structures course . . . . . . . . . . . 442--446
Peter J. Denning and
Rudolph Darken and
Eric Roberts and
Mark Guzdial Panel session: great principles in
computing . . . . . . . . . . . . . . . 447--447
Joe Bergin and
James Caristi and
Yael Dubinsky and
Orit Hazzan and
Laurie Williams Teaching software development methods:
the case of extreme programming . . . . 448--449
John Impagliazzo and
Esther A. Hughes and
Richard LeBlanc and
Tim Lethbridge and
Andrew McGettrick and
Ann E. K. Sobel and
Pradip K. Srimani and
Mitchell D. Theys IEEE-CS/ACM computing curricula:
computer engineering & software
engineering volumes . . . . . . . . . . 450--452
Alfred C. Weaver Electronic commerce software laboratory 453--456
Marty Humphrey Web services as the foundation for
learning complex software system
development . . . . . . . . . . . . . . 457--461
Christian Collberg and
Stephen G. Kobourov and
Suzanne Westbrook AlgoVista: an algorithmic search tool in
an educational setting . . . . . . . . . 462--466
Dung (`Zung') Nguyen and
Mathias Ricken and
Stephen Wong Design patterns for marine biology
simulation . . . . . . . . . . . . . . . 467--471
John W. Coffey and
Robert Koonce MODeLeR: multimedia object design
learning resource . . . . . . . . . . . 472--476
Jens Bennedsen and
Michael E. Caspersen Programming in context: a model-first
approach to CS1 . . . . . . . . . . . . 477--481
Michael Buckley and
Helene Kershner and
Kris Schindler and
Carl Alphonce and
Jennifer Braswell Benefits of using socially-relevant
projects in computer science and
engineering education . . . . . . . . . 482--486
Paolo A. G. Sivilotti and
Bruce W. Weide Research, teaching, and service: the
miniconference as a model for CS
graduate seminar courses . . . . . . . . 487--491
Richard Conn A reusable, academic-strength,
metrics-based software engineering
process for capstone courses and
projects . . . . . . . . . . . . . . . . 492--496
Elizabeth S. Adams and
Mary Granger and
Don Goelman and
Catherine Ricardo Managing the introductory database
course: what goes in and what comes out? 497--498
M. A. Pérez-Quiñones and
Steven Edwards and
Claude Anderson and
Doug Baldwin and
James Caristi and
Paul J. Wagner Transitioning to an objects-early
three-course introductory sequence:
issues and experiences . . . . . . . . . 499--500
Russell Shackelford and
Lillian Cassel and
James Cross and
John Impagliazzo and
Eydie Lawson and
Richard LeBlanc and
Andrew McGettrick and
Robert Sloan and
Heikki Topi Computing curricula 2004: the overview
project . . . . . . . . . . . . . . . . 501--501
Wolfgang Coy Between the disciplines . . . . . . . . 7--10
C. Dianne Martin Lessons from Chernobyl for IT . . . . . 11--11
Don Gotterbarn UML and agile methods: in support of
irresponsible development . . . . . . . 11--13
Michael R. Williams Does anyone remember the KDF-9? . . . . 13--14
Tony Clear Software engineering and the academy:
uncomfortable bedfellows? . . . . . . . 14--15
John T. Gorgone Draft information systems accreditation
criteria for 2006 . . . . . . . . . . . 15--17
Raymond Lister Book review: computer science education
research . . . . . . . . . . . . . . . . 17--18
Renée McCauley Thinking about our teaching . . . . . . 18--19
Henry MacKay Walker What teachers should, can, and cannot do 20--21
Robert D. Campbell Update on two-year college activity . . 21--23
Peter B. Henderson Modeling mania . . . . . . . . . . . . . 23--24
David Ginat On the verge of an empty tank . . . . . 24--26
Nick Parlante Graphics and Java . . . . . . . . . . . 26--27
N. Parlante Nifty Assignments: Graphics and Java . . 26--27
David Ginat Algorithmic patterns and the case of the
sliding delta . . . . . . . . . . . . . 29--33
Michael Huth Mathematics for the exploration of
requirements . . . . . . . . . . . . . . 34--39
G. Michael Schneider A model for a three course introductory
sequence . . . . . . . . . . . . . . . . 40--43
Alaaeldin A. Aly and
Shakil Akhtar Cryptography and security protocols
course for undergraduate IT students . . 44--47
Michael de Raadt and
Mark A. Toleman and
Richard Watson Training strategic problem solvers . . . 48--51
Dave A. Berque and
Ian Serlin and
Atanas Vlahov A brief water excursion: introducing
computer organization students to a
water driven 1-bit half-adder . . . . . 52--56
Orit Hazzan and
Tami Lapidot Construction of a professional
perception in the ``methods of teaching
computer science'' course . . . . . . . 57--61
Ranjan Chaudhuri Teaching bit-level algorithm analysis to
the undergraduates in computer science 62--63
David Carlson Teaching computer security . . . . . . . 64--67
Xuesong Zhang and
Ken Surendran and
Ming Wang A computer organization course project:
simulation of a modern traffic signal
system . . . . . . . . . . . . . . . . . 68--71
Andrew K. Lui and
Reggie Kwan and
Maria Poon and
Yannie H. Y. Cheung Saving weak programming students:
applying constructivism in a first
programming course . . . . . . . . . . . 72--76
William H. Friedman Learning program organization through
COBOL . . . . . . . . . . . . . . . . . 77--81
Rachel Or-Bach and
Ilana Lavy Cognitive activities of abstraction in
object orientation: an empirical study 82--86
Russel E. Bruhn and
Judy Camp Capstone course creates useful business
products and corporate-ready students 87--92
Nicholas Ourusoff Reinvigorating the software engineering
curriculum with Jackson's methods and
ideas . . . . . . . . . . . . . . . . . 93--96
Agustín Cernuda del Río How not to go about a programming
assignment . . . . . . . . . . . . . . . 97--100
Thomas G. Hill Excel grader and access grader . . . . . 101--105
David Cliff Teaching about natural systems, the next
generation of computers, and the
generation after that? . . . . . . . . . 1--1
Keith Mander Back to the future? . . . . . . . . . . 2--2
Susan Stepney Teaching post-classical computation:
(extended abstract) . . . . . . . . . . 3--3
D. Robert Adams and
Christian Trefftz Using XML in a compiler course . . . . . 4--6
Carlos I. Chesñevar and
Maria P. González and
Ana G. Maguitman Didactic strategies for promoting
significant learning in formal languages
and automata theory . . . . . . . . . . 7--11
Michael J. Jipping and
Andrew Kalafut and
Nathan Kooistra and
Kathleen Ludewig Investigating Wired and Wireless
Networks Using a Java-based Programmable
Sniffer . . . . . . . . . . . . . . . . 12--16
Michal Armoni and
Judith Gal-Ezer On the achievements of high school
students studying computational models 17--21
Kwok-Bun Yue and
Wei Ding Design and evolution of an undergraduate
course on Web application development 22--26
Claus Pahl and
Ronan Barrett and
Claire Kenny Supporting active database learning and
training through interactive multimedia 27--31
Julia Coleman Prior and
Raymond Lister The backwash effect on SQL skills
grading . . . . . . . . . . . . . . . . 32--36
Judy Sheard Electronic learning communities:
strategies for establishment and
management . . . . . . . . . . . . . . . 37--41
Liz Minton and
Roger Boyle and
Vania Dimitrova If diversity is a problem could
e-learning be part of the solution?: a
case study . . . . . . . . . . . . . . . 42--46
Chew Swee Cheng and
Chris Beaumont Evaluating the effectiveness of ICT to
support globally distributed PBL teams 47--51
Mordechai Ben-Ari and
Jorma Sajaniemi Roles of variables as seen by CS
educators . . . . . . . . . . . . . . . 52--56
Marja Kuittinen and
Jorma Sajaniemi Teaching roles of variables in
elementary programming courses . . . . . 57--61
David Ginat Embedding instructive assertions in
program design . . . . . . . . . . . . . 62--66
Michael Blumenstein and
Steven Green and
Ann Nguyen and
Vallipuram Muthukkumarasamy An experimental analysis of GAME: a
generic automated marking environment 67--71
Adrian Parkinson and
James A. Redmond and
Cathal Walsh Accommodating field-dependence: a
cross-over study . . . . . . . . . . . . 72--76
Andreas Kerren Generation as method for explorative
learning in computer science education 77--81
David Ginat Do senior CS students capitalize on
recursion? . . . . . . . . . . . . . . . 82--86
Ulf Melin and
Stefan Cronholm Project oriented student work: learning &
examination . . . . . . . . . . . . . . 87--91
Raymond Lister and
Ilona Box and
Briana Morrison and
Josh Tenenberg and
D. Suzanne Westbrook The dimensions of variation in the
teaching of data structures . . . . . . 92--96
Atif Waraich Using narrative as a motivating device
to teach binary arithmetic and logic
gates . . . . . . . . . . . . . . . . . 97--101
Orna Muller and
Bruria Haberman and
Haim Averbuch (An almost) pedagogical pattern for
pattern-based problem-solving
instruction . . . . . . . . . . . . . . 102--106
Lasse Natvig and
Steinar Line Age of computers: game-based teaching of
computer fundamentals . . . . . . . . . 107--111
Renzo Davoli Teaching operating systems
administration with User Mode Linux . . 112--116
David Heaney and
Charlie Daly Mass production of individual feedback 117--121
Jirarat Sitthiworachart and
Mike Joy Effective peer assessment for learning
computer programming . . . . . . . . . . 122--126
Adel Abunawass and
Will Lloyd and
Edwin Rudolph COMPASS: a CS program assessment project 127--131
Chin-Yeh Wang and
Gwo-Dong Chen Extending e-books with annotation,
online support and assessment mechanisms
to increase efficiency of learning . . . 132--136
John English Automated assessment of GUI programs
using JEWL . . . . . . . . . . . . . . . 137--141
Henrik Bærbak Christensen Frameworks: putting design patterns into
perspective . . . . . . . . . . . . . . 142--145
John Fisher and
John Lowther and
Ching-Kuang Shene Curve and surface interpolation and
approximation: knowledge unit and
software tool . . . . . . . . . . . . . 146--150
Sylvia Stuurman and
Gert Florijn Experiences with teaching design
patterns . . . . . . . . . . . . . . . . 151--155
John Hamer An approach to teaching design patterns
using musical composition . . . . . . . 156--160
Richard C. Thomas and
Rebecca Mancy Use of large databases for group
projects at the nexus of teaching and
research . . . . . . . . . . . . . . . . 161--165
Peter McKenna and
Ben Laycock Constructivist or instructivist:
pedagogical concepts practically applied
to a computer learning environment . . . 166--170
Vennila Ramalingam and
Deborah LaBelle and
Susan Wiedenbeck Self-efficacy and mental models in
learning to program . . . . . . . . . . 171--175
Brian Hanks and
Charlie McDowell and
David Draper and
Milovan Krnjajic Program quality with pair programming in
CS1 . . . . . . . . . . . . . . . . . . 176--180
Tamar Paz and
Tami Lapidot Emergence of automated assignment
conceptions in a functional programming
course . . . . . . . . . . . . . . . . . 181--185
Maarten van Veen and
Fred Mulder and
Karel Lemmen What is lacking in curriculum schemes
for computing/informatics? . . . . . . . 186--190
Yifat Ben-David Kolikant and
Sarah Pollack Community-oriented pedagogy for
in-service CS teacher training . . . . . 191--195
John F. Dooley Moving to CC2001 at a small college . . 196--198
John Paxton and
Karim Heredia Providing curricular assistance to a
third world university computer science
department . . . . . . . . . . . . . . . 199--202
Roberto E. Lopez-Herrejon and
Morrie Schulman Using interactive technology in a short
Java course: an experience report . . . 203--207
R. E. Lopez Herrejon and
M. Schulman Using Interactive Technology in a Short
Java Course: An Experience Report . . . 203--207
Rocky K. C. Chang Teaching computer networking with the
help of personal computer networks . . . 208--212
Beth Simon and
Ruth Anderson and
Crystal Hoyer and
Jonathan Su Preliminary experiences with a tablet PC
based system to support active learning
in computer science courses . . . . . . 213--217
Guido Rößling and
Christoph Trompler and
Max Mühlhäuser and
Susanne Köbler and
Susanne Wolf Enhancing classroom lectures with
digital sliding blackboards . . . . . . 218--222
Shazia Sadiq and
Maria Orlowska and
Wasim Sadiq and
Joe Lin SQLator: an online SQL learning
workbench . . . . . . . . . . . . . . . 223--227
Michael Goldweber and
Martyn Clark and
Sally Fincher and
Arnold Pears The relationship between CS education
research and the SIGCSE community . . . 228--229
Mordechai Ben-Ari and
Anders Berglund and
Shirley Booth and
Christian Holmboe What do we mean by theoretically sound
research in computer science education? 230--231
Blaise W. Liffick Introducing assistive technology in an
HCI course . . . . . . . . . . . . . . . 232--232
Emily Oh Navarro and
André van der Hoek SimSE: an educational simulation game
for teaching the Software engineering
process . . . . . . . . . . . . . . . . 233--233
Lillian N. Cassel and
Edward A. Fox Sharing the wealth: publishing
electronic resources . . . . . . . . . . 234--234
Ann M. Quade Promoting undergraduate research: a
classroom model . . . . . . . . . . . . 235--235
Noa Ragonis A refreshing approach to an academic
seminar course . . . . . . . . . . . . . 236--236
Chuck Leska and
John Rabung Learning O-O concepts in CS I using game
projects . . . . . . . . . . . . . . . . 237--237
John Impagliazzo and
John A. N. Lee Using history to enhance computing
courses . . . . . . . . . . . . . . . . 238--238
Douglas E. Harms A virtual reality simulator of the ENIAC 239--239
Ela Zur and
Tamar Vilner Teaching certificate in computer
science: didactics workshop . . . . . . 240--240
C. Alfonsi and
N. Scarabottolo and
D. Pedreschi and
M. Simi IT4PS: information technology for
problem solving . . . . . . . . . . . . 241--241
Norman Powell and
David Moore and
John Gray and
Janet Finlay and
John Reaney Dyslexia and learning computer
programming . . . . . . . . . . . . . . 242--242
L. March To Determinants affecting organizations'
intent to adopt e-tailing: a study based
on innovation theories . . . . . . . . . 243--243
Guido Rößling and
Henning Bär and
Max Mühlhäuser Interaction support in large-scale
lectures . . . . . . . . . . . . . . . . 244--244
Erik Larsson and
Anders Larsson Student-oriented examination in a
computer architecture course . . . . . . 245--245
Tamar Benaya and
Ela Zur Can students improve their undergraduate
achievements and get accepted to
graduate school? . . . . . . . . . . . . 246--246
Giovanni M. Bianco and
Simonetta Tinazzi In the realm of Si Piuh . . . . . . . . 247--247
Colin Price and
John Price Common environment for undergraduate
computer programming . . . . . . . . . . 248--248
Lindsey Ford Managing the programming tail . . . . . 249--249
William Fone Design of MCQ test . . . . . . . . . . . 250--250
Mordechai Ben-Ari A suite of tools for teaching
concurrency . . . . . . . . . . . . . . 251--251
Richard Borge Teaching OOP: experimental studies . . . 252--252
Charles Boisvert eL-CID: communicating iterative program
design . . . . . . . . . . . . . . . . . 253--253
Marc Conrad and
Tim French Using the synergies between the
object-oriented paradigm and mathematics
in joint mathematics/computer science
programs . . . . . . . . . . . . . . . . 254--254
Vladimir Nodelman OOP via C++, C#, \ldots? . . . . . . . . 255--255
James H. Paterson and
John Haddow Approaches to Object Persistence in Java
Projects . . . . . . . . . . . . . . . . 256--256
Donald Joyce and
Alison Young Addressing professional issues at
postgraduate level . . . . . . . . . . . 257--257
Steve Cunningham and
Ernest McDuffie and
Harriet Taylor The US national science foundation and
the ITiCSE effort . . . . . . . . . . . 258--258
Martha J. Kosa and
Mark A. Boshart Treemap visualizations for CS2 . . . . . 259--259
S. Ramakrishnan and
A. Cambrell Service based framework for knowledge
portals . . . . . . . . . . . . . . . . 260--260
Mohamed Hamada and
Kazuhiko Shiina A classroom experiment for teaching
automata . . . . . . . . . . . . . . . . 261--261
Eduardo Argollo and
Mauricio Hanzich and
Diego Mostaccio and
Germán Bianchini and
Paula Fritzsche and
Ferran Bon\`as and
Emilio Luque and
Juan Carlos Moure and
Dolores Rexachs Graduate students learning strategies
through research collaboration . . . . . 262--262
Chuck Leska Introducing undergraduates to
programming using robots in the general
education curriculum . . . . . . . . . . 263--263
Guenter Tusch and
Paul Leidig and
Greg Wolffe and
David Elrod and
Carl Strebel Technology infrastructure supporting a
medical & bioinformatics Masters degree 264--264
Andrés Moreno and
Niko Myller and
Mordechai Ben-Ari and
Erkki Sutinen Program animation in Jeliot 3 . . . . . 265--265
Amruth Kumar Web-Based Tutors for Learning
Programming in C++/Java . . . . . . . . 266--266
Giuliano Pacini and
Giuseppe Fiorentino and
Annalina Fabrizio Learning problem solving with
spreadsheet and database tools . . . . . 267--267
Lindsey Ford A learning object generator for
programming . . . . . . . . . . . . . . 268--268
Adel Abunawass COMPASS: a CS program assessment project 269--269
Lillian N. Cassel and
Edward A. Fox and
JAN Lee and
Manuel A. Pérez-Quiñones and
Deborah Knox and
John Impagliazzo and
Lee Giles Using CITIDEL to develop and share class
plans . . . . . . . . . . . . . . . . . 270--270
Mark Dixon A single CASE environment for teaching
and learning . . . . . . . . . . . . . . 271--271
Mark Ratcliffe and
Jonathan Holloway and
Wayne Ellis Enhancing student learning through
collaboration . . . . . . . . . . . . . 272--272
Blaise W. Liffick An assistive technology project for an
HCI course . . . . . . . . . . . . . . . 273--273
David B. Sher A simple implementation of a queue with
a circularly linked list . . . . . . . . 274--274
Judith Gal-Ezer and
Dvir Lanzberg and
Daphna Shahak Interesting basic problems for CS1 . . . 275--275
Judith Gal-Ezer and
Dvir Lanzberg and
Daphna Shahak Introducing undecidability . . . . . . . 276--276
Stuart Garner The use of a code restructuring tool in
the learning of programming . . . . . . 277--277
Kumiko Tanaka-Ishii and
Kazuhiko Kakehi and
Masato Takeichi EMMA: a Web-based report system for
programming course-automated
verification and enhanced feedback . . . 278--278
James H. Paterson and
John Haddow A proposed design patterns extension for
the blueJ IDE . . . . . . . . . . . . . 279--279
Michal Armoni Reductive thinking: how to teach it? . . 280--280
Eden Miller Medina Beyond the ballot box: computer science
education and social responsibility . . 7--10
C. Dianne Martin Draw a computer scientist . . . . . . . 11--12
Michael R. Williams Survey calculations . . . . . . . . . . 12--13
Tony Clear Students becoming political and
``incorrect'' through agile methods . . 13--15
John T. Gorgone Information systems and the overview
report for computing curricula 2004 . . 15--16
Raymond Lister A clandestine religious meeting . . . . 16--17
Renée McCauley Outgoing links . . . . . . . . . . . . . 17--18
Henry MacKay Walker Academic honesty in the classroom . . . 18--19
Robert D. Campbell IT security and data assurance: a new
resource for two-year colleges . . . . . 20--20
Jeffrey L. Popyack Banner year for UPE . . . . . . . . . . 21--22
Peter B. Henderson Penny piles . . . . . . . . . . . . . . 22--24
David Ginat Helipad . . . . . . . . . . . . . . . . 25--26
Nick Parlante Niftiness . . . . . . . . . . . . . . . 26--27
Kim B. Bruce Controversy on how to teach CS 1: a
discussion on the SIGCSE-members mailing
list . . . . . . . . . . . . . . . . . . 29--34
O. Yu. Bogoyavlenskaya Teaching networking congestion control 35--41
Susan M. Merritt and
Allen Stix and
Judith E. Sullivan and
Fred Grossman and
Charles C. Tappert and
David A. Sachs Developing a professional doctorate in
computing: a fifth-year assessment . . . 42--46
Orit Hazzan and
Tami Lapidot The practicum in computer science
education: bridging gaps between
theoretical knowledge and actual
performance . . . . . . . . . . . . . . 47--51
James Canning and
William Moloney and
Ali Rafieymehr and
Demetrio Rey Reading types in C using the right left
walk method . . . . . . . . . . . . . . 52--54
Truman Parks Boyer and
Mohsen Chitsaz ICETM and ICE/TTM: tools to assist in
compiler design and implementation . . . 55--57
Victor Matos and
Becky Grasser SQL-based discovery of exact and
approximate functional dependencies . . 58--63
Mark D. LeBlanc and
Betsey D. Dyer Bioinformatics and computing curricula
2001: why computer science is well
positioned in a post-genomic world . . . 64--68
Gary N. Walker Experimentation in the computer
programming lab . . . . . . . . . . . . 69--72
Elaine Wenderholm Challenges and the elements of success
in undergraduate research . . . . . . . 73--75
Denis Hamelin Searching the Web to develop inquiry and
collaborative skills . . . . . . . . . . 76--79
Mel Ó Cinnéide and
Richard Tynan A problem-based approach to teaching
design patterns . . . . . . . . . . . . 80--82
Timothy J. Rolfe and
Paul W. Purdom An alternative problem for backtracking
and bounding . . . . . . . . . . . . . . 83--84
Khawaja Amer Hayat and
Umar Waqar Anis and
S. Tauseef-ur-Rehman Cryptanalysis of some encryption/cipher
schemes using related key attack . . . . 85--87
Norman Jacobson and
Alex Thornton It is Time to Emphasize ArrayLists over
Arrays in Java-based First Programming
Courses . . . . . . . . . . . . . . . . 88--92
Nelishia Pillay A first course in genetic programming 93--96
Achuth Sankar S. Nair and
T. Mahalakshmi Conceptualizing data structures: a
pedagogic approach . . . . . . . . . . . 97--100
Nathan Rountree and
Janet Rountree and
Anthony Robins and
Robert Hannah Interacting factors that predict success
and failure in a CS1 course . . . . . . 101--104
John Mason Teaching by analogy: the switch
statement . . . . . . . . . . . . . . . 105--107
Rose Shumba Towards a more effective way of teaching
a cybersecurity basics course . . . . . 108--111
Raymond Lister and
Elizabeth S. Adams and
Sue Fitzgerald and
William Fone and
John Hamer and
Morten Lindholm and
Robert McCartney and
Jan Erik Moström and
Kate Sanders and
Otto Seppälä and
Beth Simon and
Lynda Thomas A multi-national study of reading and
tracing skills in novice programmers . . 119--150
Kim B. Bruce Using abstractions to make concepts
concrete . . . . . . . . . . . . . . . . 1--1
Sara Miner More and
Tim Pevzner and
Alin Deutsch and
Scott Baden and
Paul Kube Building an XQuery interpreter in a
compiler construction course . . . . . . 2--6
Tyson R. Henry Teaching compiler construction using a
domain specific language . . . . . . . . 7--11
Elizabeth White and
Ranjan Sen and
Nina Stewart Hide and show: using real compiler code
for teaching . . . . . . . . . . . . . . 12--16
Robert F. Cohen and
Alexander V. Fairley and
David Gerry and
Gustavo R. Lima Accessibility in introductory computer
science . . . . . . . . . . . . . . . . 17--21
Susan M. Harrison Opening the eyes of those who can see to
the world of those who can't: a case
study . . . . . . . . . . . . . . . . . 22--26
Mary Anne L. Egan Students with Asperger's syndrome in the
CS classroom . . . . . . . . . . . . . . 27--30
Robert Pastel Integrating science and research in a
HCI design course . . . . . . . . . . . 31--35
Stuart A. Hansen Interpreting Java Program Runtimes . . . 36--40
Grant Braught Teaching empirical skills and concepts
in computer science using random walks 41--45
Eric S. Roberts and
Kim B. Bruce and
Robb Cutler and
James H. Cross II and
Scott B. Grissom and
Karl Klee and
Susan H. Rodger and
Fran Trees and
Ian Utting and
Frank Yellin The ACM Java Task Force: Status Report 46--47
Thomas J. Marlowe and
Cyril S. Ku and
James W. Benham Design patterns for database pedagogy: a
proposal . . . . . . . . . . . . . . . . 48--52
Suzanne W. Dietrich and
Susan D. Urban and
Hua Ma and
Yang Xiao and
Shama Patel Exploring XML for data exchange in the
context of an undergraduate database
curriculum . . . . . . . . . . . . . . . 53--57
Claire Kenny and
Claus Pahl Automated tutoring for a database skills
training environment . . . . . . . . . . 58--62
Ela Zur and
Lilly Irani and
Lecia Barker and
Mark Guzdial Contrasting women's experiences in
computer science at different
institutions . . . . . . . . . . . . . . 63--64
Lillian (Boots) Cassel and
Russell Shackelford and
Robert H. Sloan A synthesis and ontology of all of
computing . . . . . . . . . . . . . . . 65--66
T. Elsharnouby and
A. U. Shankar Using SeSF Java in Teaching Introductory
Network Courses . . . . . . . . . . . . 67--71
Tamer Elsharnouby and
A. Udaya Shankar Using SeSFJava in teaching introductory
network courses . . . . . . . . . . . . 67--71
Vishal D. Modak and
David D. Langan and
Thomas F. Hain A pattern-based development tool for
mobile agents . . . . . . . . . . . . . 72--75
Martin Casado and
Nick McKeown The virtual network system . . . . . . . 76--80
William Combs and
Robert Hawkins and
Thomas Pore and
Arik Schechet and
Tim Wahls and
Louis Ziantz The course scheduling problem as a
source of student projects . . . . . . . 81--85
James Walden A real-time information warfare exercise
on a virtual network . . . . . . . . . . 86--90
Ian Parberry and
Timothy Roden and
Max B. Kazemzadeh Experience with an industry-driven
capstone course on game programming:
extended abstract . . . . . . . . . . . 91--95
Linda Null and
Karishma Rao CAMERA: introducing memory concepts via
visualization . . . . . . . . . . . . . 96--100
Cecile Yehezkel and
Mordechai Ben-Ari and
Tommy Dreyfus Computer architecture and mental models 101--105
Craig Zilles SPIMbot: an engaging, problem-based
approach to teaching assembly language
programming . . . . . . . . . . . . . . 106--110
Bhagyavati and
Stan Kurkovsky and
Christopher C. Whitehead Using asynchronous discussions to
enhance student participation in CS
courses . . . . . . . . . . . . . . . . 111--115
Michelle Wilkerson and
William G. Griswold and
Beth Simon Ubiquitous presenter: increasing student
access and control in a digital
lecturing environment . . . . . . . . . 116--120
Charles Hannon and
Manfred Huber and
Lisa Burnell Research to classroom: experiences from
a multi-institutional course in smart
home technologies . . . . . . . . . . . 121--125
Orit Hazzan and
John Impagliazzo and
Raymond Lister and
Shimon Schocken Using history of computing to address
problems and opportunities . . . . . . . 126--127
Steve Cunningham The voice of experience: national
science foundation funded projects . . . 128--129
Joseph Bergin and
Clifton Kussmaul and
Thomas Reichlmayr and
James Caristi and
Gary Pollice Agile development in computer science
education: practices and prognosis . . . 130--131
Thomas P. Way A company-based framework for a software
engineering course . . . . . . . . . . . 132--136
David Coppit and
Jennifer M. Haddox-Schatz Large team projects in software
engineering courses . . . . . . . . . . 137--141
Marc Bernstein and
Kelly M. FitzGerald and
James P. Macdonell and
Arturo I. Concepcion AlgorithmA project: the ten-week mock
software company . . . . . . . . . . . . 142--146
Larry Gottschalk and
Jigang Liu and
Brahma Dathan and
Sue Fitzgerald and
Michael Stein Computer forensics programs in higher
education: a preliminary study . . . . . 147--151
J. Aycock and
K. Barker Viruses 101 . . . . . . . . . . . . . . 152--156
Patricia Y. Logan and
Allen Clarkson Teaching students to hack: curriculum
issues in information security . . . . . 157--161
Chris Okasaki Alternatives to two classic data
structures . . . . . . . . . . . . . . . 162--165
G. Michael Barnes and
John Noga and
Peter D. Smith and
Jeff Wiegley Experiments with balanced-sample binary
trees . . . . . . . . . . . . . . . . . 166--170
Anany Levitin Analyze that: puzzles and analysis of
algorithms . . . . . . . . . . . . . . . 171--175
Martin C. Carlisle and
Terry A. Wilson and
Jeffrey W. Humphries and
Steven M. Hadfield RAPTOR: a visual programming environment
for teaching algorithmic problem solving 176--180
Mark W. Bailey IRONCODE: think-twice, code-once
programming . . . . . . . . . . . . . . 181--185
Jens Bennedsen and
Michael E. Caspersen Revealing the programming process . . . 186--190
Vicki L. Almstrum and
Orit Hazzan and
Mark Guzdial and
Marian Petre Challenges to computer science education
research . . . . . . . . . . . . . . . . 191--192
Steve Cunningham and
Diana Gant and
Harriet Taylor Taking advantage of national science
foundation funding opportunities . . . . 193--193
Bill Marion Status report on the SIGCSE committee on
the implementation of a discrete
mathematics course . . . . . . . . . . . 194--195
Mordechai (Moti) Ben-Ari The Concorde doesn't fly anymore . . . . 196--196
Sharon Stansfield An introductory VR course for
undergraduates incorporating foundation,
experience and capstone . . . . . . . . 197--200
Tin-Tin Yu and
John L. Lowther and
Ching-Kuang Shene Photon Mapping Made Easy . . . . . . . . 201--205
Mark A. Holliday and
Barry Wilkinson and
Jeffrey House and
Samir Daoud and
Clayton Ferner A geographically-distributed,
assignment-structured undergraduate grid
computing course . . . . . . . . . . . . 206--210
Curt Hill and
Brian M. Slator and
Lisa M. Daniels The grader in ProgrammingLand . . . . . 211--215
Amruth N. Kumar Results from the evaluation of the
effectiveness of an online tutor on
expression evaluation . . . . . . . . . 216--220
Amer Diwan and
Michele H. Jackson and
William M. Waite and
Jacob Dickerson PL-detective: experiences and results 221--225
Noa Ragonis and
Mordechai Ben-Ari On understanding the statics and
dynamics of object-oriented programs . . 226--230
Vladimir L. Pavlov and
Anton Yatsenko ``The Babel experiment'': an advanced
pantomime-based training in OOA&OOD with
UML . . . . . . . . . . . . . . . . . . 231--235
Michael Wick and
Daniel Stevenson and
Paul Wagner Using testing and JUnit across the
curriculum . . . . . . . . . . . . . . . 236--240
Billy B. L. Lim and
Chu Jong and
Pruthikrai Mahatanankoon On integrating Web services from the
ground up into CS1/CS2 . . . . . . . . . 241--245
Kim B. Bruce and
Andrea Danyluk and
Thomas Murtagh Why structural recursion should be
taught before arrays in CS 1 . . . . . . 246--250
John P. Dougherty and
David G. Wonnacott Use and assessment of a rigorous
approach to CS1 . . . . . . . . . . . . 251--255
Elizabeth Sweedyk and
Marianne deLaet and
Michael C. Slattery and
James Kuffner Computer games and CS education: why and
how . . . . . . . . . . . . . . . . . . 256--257
Wing Huen and
Ernest Ferguson and
Peter B. Henderson and
Clifton Kussmaul IT offshore outsourcing: impact on CS/IS
curriculum . . . . . . . . . . . . . . . 258--259
Stephen Cooper and
Lillian Cassel and
Barbara Moskal and
Steve Cunningham Outcomes-based computer science
education . . . . . . . . . . . . . . . 260--261
Chavdar Botev and
Hubert Chao and
Theodore Chao and
Yim Cheng and
Raymond Doyle and
Sergey Grankin and
Jon Guarino and
Saikat Guha and
Pei-Chen Lee and
Dan Perry and
Christopher Re and
Ilya Rifkin and
Tingyan Yuan and
Dora Abdullah and
Kathy Carpenter and
David Gries and
Dexter Kozen and
Andrew Myers and
David Schwartz and
Jayavel Shanmugasundaram Supporting workflow in a course
management system . . . . . . . . . . . 262--266
Melissa E. O'Neill Automated use of a Wiki for
collaborative lecture notes . . . . . . 267--271
Karen L. Reid and
Gregory V. Wilson Learning by doing: introducing version
control as a way to manage student
assignments . . . . . . . . . . . . . . 272--276
Daniel E. Stevenson and
Michael R. Wick and
Steven J. Ratering Steganography and cartography:
interesting assignments that reinforce
machine representation, bit
manipulation, and discrete structures
concepts . . . . . . . . . . . . . . . . 277--281
Kenny Hunt A Java Framework for Experimentation
with Steganography . . . . . . . . . . . 282--286
Richard Wicentowski and
Tia Newhall Using image processing projects to teach
CS1 topics . . . . . . . . . . . . . . . 287--291
Matt Bower and
Debbie Richards The impact of virtual classroom
laboratories in CSE . . . . . . . . . . 292--296
Leen-Kiat Soh and
Ashok Samal and
Suzette Person and
Gwen Nugent and
Jeff Lang Closed laboratories with embedded
instructional research design for CS1 297--301
Stephanie Ludi and
Swaminathan Natarajan and
Thomas Reichlmayr An introductory software engineering
course that facilitates active learning 302--306
Elise H. Turner and
Roy M. Turner Teaching entering students to think like
computer scientists . . . . . . . . . . 307--311
Samuel A. Rebelsky The new science students in too much,
too soon an abbreviated, accelerated,
constructivist, collaborative,
introductory experience in CS . . . . . 312--316
Charles Dierbach and
Blair Taylor and
Harry Zhou and
Iliana Zimand Experiences with a CS0 course targeted
for CS1 success . . . . . . . . . . . . 317--320
Edward F. Gehringer and
Donald D. Chinn and
Manuel A. Pérez-Quiñones and
Mark A. Ardis Using peer review in teaching computing 321--322
Scot Drysdale and
Judith Hromcik and
David Reed and
Reg Hahne The Year in Review: Changes and Lessons
Learned in the Design and Implementation
of the AP CS Exam in Java . . . . . . . 323--324
Bhagyavati and
Stephen O. Agyei-Mensah and
Rose Shumba and
Iretta B. C. Kearse Teaching hands-on computer and
information systems security despite
limited resources . . . . . . . . . . . 325--326
James I. Hsia and
Elspeth Simpson and
Daniel Smith and
Robert Cartwright Taming Java for the Classroom . . . . . 327--331
Barbara Ericson and
Mark Guzdial and
Maureen Biggers A model for improving secondary CS
education . . . . . . . . . . . . . . . 332--336
Alasdair McAndrew and
Anne Venables A ``secondary'' look at digital image
processing . . . . . . . . . . . . . . . 337--341
Richard J. Botting Teaching and learning ethics in computer
science: walking the walk . . . . . . . 342--346
Mary Elaine Califf and
Mary Goodwin Effective incorporation of ethics into
courses that focus on programming . . . 347--351
Alton F. Sanders A discussion format for computer ethics 352--355
Mark E. Hoffman and
David R. Vance Computer literacy: what students know
and from whom they learned it . . . . . 356--360
Mark Guzdial and
Andrea Forte Design process for a non-majors
computing course . . . . . . . . . . . . 361--365
Tammy Bailey and
Jeffrey Forbes Just-in-time teaching for CS0 . . . . . 366--370
Nick Parlante and
David Levine and
Steven Andrianoff and
Aaron J. Gordon and
Alyce Brady and
Pamela Cutter and
Paul Kube and
Jefferson Ng and
Richard E. Pattis Nifty assignment . . . . . . . . . . . . 371--372
H. Chad Lane and
Kurt VanLehn Intention-based scoring: an approach to
measuring success at solving the
composition problem . . . . . . . . . . 373--377
J. Philip East and
J. Ben Schafer In-person grading: an evaluative
experiment . . . . . . . . . . . . . . . 378--382
Charlie Daly and
Jane Horgan Patterns of plagiarism . . . . . . . . . 383--387
Anita Verno and
Debbie Carter and
Robb Cutler and
Michelle Hutton and
Lenny Pitt Developing resources to support a
national computer science curriculum for
K-12 . . . . . . . . . . . . . . . . . . 388--389
Joe Bergin and
Kim Bruce and
Michael Kölling Objects-early tools: a demonstration . . 390--391
Sylvia Beyer and
Michelle DeKeuster and
Kathleen Walter and
Michelle Colar and
Christina Holcomb Changes in CS students' attitudes
towards CS over time: an examination of
gender differences . . . . . . . . . . . 392--396
Carol Frieze Diversifying the images of computer
science: undergraduate women take on the
challenge! . . . . . . . . . . . . . . . 397--400
Antonio M. Lopez, Jr. and
Lisa J. Schulte and
Marguerite S. Giguette Climbing onto the shoulders of giants 401--405
Larisa Eidelman and
Orit Hazzan Factors influencing the shrinking
pipeline in high schools: a sector-based
analysis of the Israeli high school
system . . . . . . . . . . . . . . . . . 406--410
Susan Bergin and
Ronan Reilly Programming: factors that influence
success . . . . . . . . . . . . . . . . 411--415
Allison Elliott Tew and
Charles Fowler and
Mark Guzdial Tracking an innovation in introductory
CS education from a research university
to a two-year college . . . . . . . . . 416--420
Lecia J. Barker and
Kathy Garvin-Doxas and
Eric Roberts What can computer science learn from a
fine arts approach to teaching? . . . . 421--425
Tracy L. Lewis and
J. D. Chase and
Manuel A. Pérez-Quiñones and
Mary Beth Rosson The effects of individual differences on
CS2 course performance across
universities . . . . . . . . . . . . . . 426--430
Christian L. Jacobsen and
Matthew C. Jadud Towards concrete concurrency: occam-pi
on the LEGO Mindstorms . . . . . . . . . 431--435
Judith Challinger Efficient use of robots in the
undergraduate curriculum . . . . . . . . 436--440
Robert M. Harlan and
Shelley McClarigan Creating emergent behaviors: two
robotics labs that combine reactive
behaviors . . . . . . . . . . . . . . . 441--445
Jerry B. Weinberg and
William W. White and
Cem Karacal and
George Engel and
Ai-Ping Hu Multidisciplinary teamwork in a robotics
course . . . . . . . . . . . . . . . . . 446--450
Owen Astrachan and
Kim Bruce and
Elliot Koffman and
Michael Kölling and
Stuart Reges Resolved: objects early has failed . . . 451--452
Amruth N. Kumar and
Rose K. Shumba and
Bina Ramamurthy and
Lawrence D'Antonio Emerging areas in computer science
education . . . . . . . . . . . . . . . 453--454
Deborah A. Trytten A design for team peer code review . . . 455--459
D. Smarkusky and
R. Dempsey and
J. Ludka and
F. de Quillettes Enhancing team knowledge: instruction
vs. experience . . . . . . . . . . . . . 460--464
Dawn McKinney and
Leo F. Denton Affective assessment of team skills in
agile CS1 labs: the good, the bad, and
the ugly . . . . . . . . . . . . . . . . 465--469
Leland L. Beck and
Alexander W. Chizhik and
Amy C. McElroy Cooperative learning techniques in CS1:
design and experimental evaluation . . . 470--474
Sally Fincher SIGCSE special projects showcase . . . . 475--476
Dung (`Zung') Nguyen and
Mathias Ricken and
Stephen Wong Design patterns for parsing . . . . . . 477--481
Prasun Dewan Teaching inter-object design patterns to
freshmen . . . . . . . . . . . . . . . . 482--486
Michael R. Wick Teaching design patterns in CS1: a
closed laboratory sequence based on the
game of life . . . . . . . . . . . . . . 487--491
Stephen Weiss Teaching design patterns by stealth . . 492--494
Des Traynor and
J. Paul Gibson Synthesis and analysis of automatic
assessment methods in CS1: generating
intelligent MCQs . . . . . . . . . . . . 495--499
Gary D. Boetticher and
Wei Ding and
Charles Moen and
Kwok-Bun Yue Using a pre-assessment exam to construct
an effective concept-based genetic
program for predicting course success 500--504
Leen-Kiat Soh and
Ashok Samal and
Suzette Person and
Gwen Nugent and
Jeff Lang Designing, implementing, and analyzing a
placement test for introductory CS
courses . . . . . . . . . . . . . . . . 505--509
Laurie Murphy and
Renée McCauley and
Suzanne Westbrook and
Timothy Fossum and
Susan Haller and
Briana B. Morrison and
Brad Richards and
Kate Sanders and
Carol Zander and
Ruth E. Anderson A multi-institutional investigation of
computer science seniors' knowledge of
programming concepts . . . . . . . . . . 510--514
Steven Robbins An address translation simulator . . . . 515--519
Jason Nieh and
Chris Vaill Experiences teaching operating systems
using virtual platforms and Linux . . . 520--524
Joel C. Adams and
W. David Laverell Configuring a multi-course lab for
system-level projects . . . . . . . . . 525--529
John W. McCormick We've been working on the railroad: a
laboratory for real-time embedded
systems . . . . . . . . . . . . . . . . 530--534
Gary Lewandowski and
Elizabeth Johnson and
Michael Goldweber Fostering a creative interest in
computer science . . . . . . . . . . . . 535--539
James B. Fenwick, Jr. and
Barry L. Kurtz Intra-curriculum software engineering
education . . . . . . . . . . . . . . . 540--544
Ron Coleman and
Mary Krembs and
Alan Labouseur and
Jim Weir Game design & programming concentration
within the computer science curriculum 545--550
David G. Kay and
André van der Hoek and
Debra J. Richardson Informatics: a focus on computer science
in context . . . . . . . . . . . . . . . 551--555
David Ginat and
Richard Anderson and
Daniel D. Garcia and
Richard Rasala Randomness and probability in the early
CS courses . . . . . . . . . . . . . . . 556--557
Jack Beidler and
Hilary Holz and
Ken Yasuhara and
Evans J. Adams The many facets of diversity . . . . . . 558--559
Stu Zweben and
Han Reichgelt and
Gayle Yaverbaum Computing accreditation: a new criteria
structure and new flexibility . . . . . 560--561
Maria Klawe Increasing the number of women majoring
in computer science: what works? . . . . 562--562
Anthony Ralston Do we need ANY mathematics in computer
science curricula? . . . . . . . . . . . 6--9
C. Dianne Martin Preparing the STEM workforce of the
21$^s t$ century: report on a report . . 10--11
Michael R. Williams Reflections on standards . . . . . . . . 11--12
Tony Clear Comprehending large code bases --- the
skills required for working in a ``brown
fields'' environment . . . . . . . . . . 12--14
Raymond Lister Grand challenges . . . . . . . . . . . . 14--15
Henry MacKay Walker Mathematics and CS topics in the CS
classroom . . . . . . . . . . . . . . . 15--17
Robert D. Campbell Associate-degree transfer curriculum in
software engineering . . . . . . . . . . 17--18
Jeffrey L. Popyack Honor societies, college and service . . 18--20
Peter B. Henderson Mathematics in the curricula . . . . . . 20--22
David Ginat Tuple enumeration . . . . . . . . . . . 22--23
Nick Parlante What is computer science? . . . . . . . 24--25
John Impagliazzo Meet our columnists for this issue . . . 26--26
Jeffrey J. McConnell Active and cooperative learning: tips
and tricks (part I) . . . . . . . . . . 27--30
M. Samaka Using a faculty portfolio in the
distinction of teaching . . . . . . . . 31--35
Chenglie Hu $2$D array implementation of sorted
lists . . . . . . . . . . . . . . . . . 36--40
Tom M. Warms The power of notation: modeling pointer
operations . . . . . . . . . . . . . . . 41--45
Timothy J. Rolfe List processing: sort again, naturally 46--48
Anthony Savidis Introductory teaching of imperative
programming through an anthropomorphic
computation model . . . . . . . . . . . 49--53
Torben Lorenzen and
Joseph Michaud Teach $2$D graphics concepts with an
OpenGL graphing program . . . . . . . . 54--55
Steven C. Shaffer Ludwig: an online programming tutoring
and assessment system . . . . . . . . . 56--60
Yannis Manolopoulos On the number of recursive calls of
recursive functions . . . . . . . . . . 61--64
Yair Wiseman Advanced non-distributed operating
systems course . . . . . . . . . . . . . 65--69
Georgios K. Tegos and
Diana V. Stoyanova and
Kolyo Z. Onkov E-learning of trend modeling in a
Web-environment . . . . . . . . . . . . 70--74
Orit Hazzan Professional development workshop for
female software engineers . . . . . . . 75--79
Tracy L. Lewis and
Wanda J. Smith The computer science debate: it's a
matter of perspective . . . . . . . . . 80--84
Lisa M. Olivieri High school environments and girls'
interest in computer science . . . . . . 85--88
Sally H. Moritz and
Glenn D. Blank A design-first curriculum for teaching
Java in a CS1 course . . . . . . . . . . 89--93
Richard H. James External sponsored projects: lessons
learned . . . . . . . . . . . . . . . . 94--98
Trudy Howles Community and accountability in a first
year programming sequence . . . . . . . 99--102
Theresa Beaubouef and
John Mason Why the high attrition rate for computer
science students: some thoughts and
observations . . . . . . . . . . . . . . 103--106
Rose Shumba Usability of Rational Rose and Visio in
a software engineering course . . . . . 107--110
Kim B. Bruce Controversy on how to teach CS 1: a
discussion on the SIGCSE-members mailing
list . . . . . . . . . . . . . . . . . . 111--117
Joseph Weizenbaum Information in the information society 1--1
Emilio Luque Is evolution or revolution the way for
improving the teaching methodology in
computer science? . . . . . . . . . . . 2--2
Maria Klawe Changing the image of computer science:
a North American perspective in
conversation with Europe . . . . . . . . 3--3
Will Marrero and
Amber Settle Testing first: emphasizing testing in
early programming courses . . . . . . . 4--8
Nghi Truong and
Peter Bancroft and
Paul Roe Learning to program through the Web . . 9--13
Essi Lahtinen and
Kirsti Ala-Mutka and
Hannu-Matti Järvinen A study of the difficulties of novice
programmers . . . . . . . . . . . . . . 14--18
Cynthia S. Hood and
Dennis J. Hood Teaching programming and language
concepts using LEGOs\reg . . . . . . . . 19--23
Martin Dick Student interviews as a tool for
assessment and learning in a systems
analysis and design course . . . . . . . 24--28
Hugh C. Davis and
Su White A research-led curriculum in multimedia:
learning about convergence . . . . . . . 29--33
Tzu-Yi Chen and
Stephen Cooper and
Robert McCartney and
Leslie Schwartzman The (relative) importance of software
design criteria . . . . . . . . . . . . 34--38
David Cox A pragmatic HCI approach: engagement by
reinforcing perception with functional
design and programming . . . . . . . . . 39--43
Rainer Oechsle and
Tim Gottwald DisASTer (distributed algorithms
simulation terrain): a platform for the
implementation of distributed algorithms 44--48
Michael Goldweber and
Renzo Davoli and
Mauro Morsiani The Kaya OS project and the $ \mu $MPS
hardware emulator . . . . . . . . . . . 49--53
Guillermo Jiménez-Díaz and
Mercedes Gómez-Albarrán and
Marco A. Gómez-Martin and
Pedro A. González-Calero Software behaviour understanding
supported by dynamic visualization and
role-play . . . . . . . . . . . . . . . 54--58
Michael Kölling and
Poul Henriksen Game programming in introductory courses
with direct state manipulation . . . . . 59--63
Jacob Perrenet and
Jan Friso Groote and
Eric Kaasenbrood Exploring students' understanding of the
concept of algorithm: levels of
abstraction . . . . . . . . . . . . . . 64--68
Donald Chinn Peer assessment in the algorithms course 69--73
Bruria Haberman and
Haim Averbuch and
David Ginat Is it really an algorithm: the need for
explicit discourse . . . . . . . . . . . 74--78
Michael H. Goldwasser and
David Letscher Providing students universal access to a
centralized, graphical computing
environment . . . . . . . . . . . . . . 79--83
Marzieh Ahmadzadeh and
Dave Elliman and
Colin Higgins An analysis of patterns of debugging
among novice computer science students 84--88
Anna Eckerdal and
Michael Thuné Novice Java programmers' conceptions of
``object'' and ``class'', and variation
theory . . . . . . . . . . . . . . . . . 89--93
Henrik Baerbak Christensen Implications of perspective in teaching
objects first and object design . . . . 94--98
Sally H. Moritz and
Fang Wei and
Shahida M. Parvez and
Glenn D. Blank From objects-first to design-first with
multimedia and intelligent tutoring . . 99--103
Stephen Chen and
Stephen Morris Iconic programming for flowcharts, Java,
Turing, etc . . . . . . . . . . . . . . 104--107
Charmain Cilliers and
André Calitz and
Jéan Greyling The effect of integrating an Iconic
programming notation into CS1 . . . . . 108--112
Vassilios Efopoulos and
Vassilios Dagdilelis and
Georgios Evangelidis and
Maya Satratzemi WIPE: a programming environment for
novices . . . . . . . . . . . . . . . . 113--117
Minoru Terada ETV: a program trace player for students 118--122
Kajal Claypool and
Mark Claypool Teaching software engineering through
game design . . . . . . . . . . . . . . 123--127
Stephanie Ludi Active-learning activities that
introduce students to software
engineering fundamentals . . . . . . . . 128--132
C. W. Liew Teaching software development skills
early in the Curriculum through software
engineering . . . . . . . . . . . . . . 133--137
Elizabeth Sweedyk and
Robert M. Keller Fun and games: a new software
engineering course . . . . . . . . . . . 138--142
Hasmik Gharibyan Assessing students' knowledge: oral
exams vs. written tests . . . . . . . . 143--147
Laurie Murphy and
Josh Tenenberg Do computer science students know what
they know?: a calibration study of data
structure knowledge . . . . . . . . . . 148--152
T. V. Fossum and
S. M. Haller A new quantitative assessment tool for
computer science programs . . . . . . . 153--157
Pete Thomas and
Kevin Waugh and
Neil Smith Experiments in the automatic marking of
ER-diagrams . . . . . . . . . . . . . . 158--162
Alan Fekete Teaching transaction management with SQL
examples . . . . . . . . . . . . . . . . 163--167
Paul Wagner Teaching data modeling: process and
patterns . . . . . . . . . . . . . . . . 168--172
M. R. K. Krishna Rao Infusing critical thinking skills into
content of AI course . . . . . . . . . . 173--177
S. Amershi and
N. Arksey and
G. Carenini and
C. Conati and
A. Mackworth and
H. Maclaren and
D. Poole Designing CIspace: pedagogy and
usability in a learning environment for
AI . . . . . . . . . . . . . . . . . . . 178--182
Leen-Kiat Soh and
Ashok Samal and
Suzette Person and
Gwen Nugent and
Jeff Lang Analyzing relationships between closed
labs and course activities in CS1 . . . 183--187
Christian Holmboe The linguistics of object-oriented
design: implications for teaching . . . 188--192
António José Mendes and
Anabela Gomes and
Micaela Esteves and
Maria José Marcelino and
Crescencio Bravo and
Miguel Angel Redondo Using simulation and collaboration in
CS1 and CS2 . . . . . . . . . . . . . . 193--197
Nuno C. Marques and
Francisco Azevedo and
Carmen Morgado and
Jorge F. Custódio Using Octave to introduce programming to
technical science students . . . . . . . 198--202
João M. P. Cardoso New challenges in computer science
education . . . . . . . . . . . . . . . 203--207
Martin Casado and
Gregory Watson and
Nick McKeown Teaching networking hardware . . . . . . 208--212
Donald L. Tobin, Jr. and
Michael S. Ware Using a windows attack intRusion
emulator (AWARE) to teach computer
security awareness . . . . . . . . . . . 213--217
Luiz Paulo Maia and
Francis Berenger Machado and
Ageu C. Pacheco, Jr. A constructivist framework for operating
systems education: a pedagogic proposal
using the SOsim . . . . . . . . . . . . 218--222
Mark Jones The pedagogic opportunities of
touch-screen voting . . . . . . . . . . 223--226
Chris Armen and
Ralph Morelli Teaching about the risks of electronic
voting technology . . . . . . . . . . . 227--231
Annegret Goold and
Jo Coldwell Teaching ethics in a virtual classroom 232--236
Chad Peiper and
David Warden and
Ellick Chan and
Boris Capitanu and
Sam Kamin eFuzion: development of a pervasive
educational system . . . . . . . . . . . 237--240
A. T. Chamillard and
Ricky E. Sward Learning styles across the curriculum 241--245
Linda Stern and
Selby Markham and
Ria Hanewald You can lead a horse to water: how
students really use pedagogical software 246--250
Peter Brusilovsky and
Sergey Sosnovsky Engaging students to work with
self-assessment questions: a study of
two approaches . . . . . . . . . . . . . 251--255
M. R. K. Krishna Rao and
S. Junaidu and
T. Maghrabi and
M. Shafique and
M. Ahmed and
K. Faisal Principles of curriculum design and
revision: a case study in implementing
computing curricula CC2001 . . . . . . . 256--260
T. V. Fossum Classes as first class objects in an
environment-passing interpreter . . . . 261--265
Akim Demaille Making compiler construction projects
relevant to core curriculums . . . . . . 266--270
J. Ángel Velázquez-Iturbide A programming languages course for
freshmen . . . . . . . . . . . . . . . . 271--275
Lecia J. Barker When do group projects widen the student
experience gap? . . . . . . . . . . . . 276--280
Markus Krebs and
Tobias Lauer and
Thomas Ottmann and
Stephan Trahasch Student-built algorithm visualizations
for assessment: flexible generation,
feedback and grading . . . . . . . . . . 281--285
D. Woit and
K. Bell Student communication challenges in
distributed software engineering
environments . . . . . . . . . . . . . . 286--290
Katherine Deibel Team formation methods for increasing
interaction during in-class group work 291--295
Emilia Mendes and
Lubna Basil Al-Fakhri and
Andrew Luxton-Reilly Investigating pair-programming in a
2nd-year software development and design
computer science course . . . . . . . . 296--300
Renzo Davoli and
Michael Goldweber Virtual square ($ V^2 $) in computer
science education . . . . . . . . . . . 301--305
Pilu Crescenzi and
Giorgio Gambosi and
Gaia Innocenti NetPrIDE an integrated environment for
developing and visualizing computer
network protocols . . . . . . . . . . . 306--310
Chris Loftus and
Mark Ratcliffe Extreme programming promotes extreme
learning? . . . . . . . . . . . . . . . 311--315
Brian Hanks Student performance in CS1 with
distributed pair programming . . . . . . 316--320
Raymond Flood and
Bob Lockhart Teaching programming collaboratively . . 321--324
Rakesh M. Verma A visual and interactive automata theory
course emphasizing breadth of automata 325--329
Michel Wermelinger and
Artur Miguel Dias A Prolog toolkit for formal languages
and automata . . . . . . . . . . . . . . 330--334
Nelma Moreira and
Rogério Reis Interactive manipulation of regular
objects with FAdo . . . . . . . . . . . 335--339
Annegret Goold and
Arnold Pears and
Mary Z. Last and
Chris Beaumont and
Swee Cheng Chew Virtual student teams: opportunities and
challenges . . . . . . . . . . . . . . . 340--341
Joseph Bergin and
Eugene Wallingford and
Michael Caspersen and
Michael Goldweber and
Michael Kolling Teaching polymorphism early . . . . . . 342--343
George R. S. Weir and
Tamar Vilner and
António José Mendes and
Marie Nordström Difficulties teaching Java in CS1 and
how we aim to solve them . . . . . . . . 344--345
Jacobo Carrasquel Students evaluating faculty: a
subjective process . . . . . . . . . . . 346--346
John Impagliazzo Computing curricula overview project . . 347--347
Tamar Benaya and
Ela Zur Advanced programming in Java workshop:
teaching methodology . . . . . . . . . . 348--348
James H. Paterson and
John Haddow and
Miriam Birch and
Alex Monaghan Using the BlueJ IDE in a data structures
course . . . . . . . . . . . . . . . . . 349--349
Haitham S. Hamza Introducing object-oriented analysis and
design in lower-level undergraduate
courses: a pattern-based approach . . . 350--350
M. J. Marcelino Learning repetition structures in
programming . . . . . . . . . . . . . . 351--351
Giovanni M. Bianco and
Simonetta Tinazzi Why are children left out of the CS
rethinking process? . . . . . . . . . . 352--352
J. C. Ernest and
A. S. Bowser and
S. Ghule and
S. Sudireddy and
J. P. Porter and
D. A. Talbert and
M. J. Kosa Weathering MindStorms with drizzle and
DIODE in CS0 . . . . . . . . . . . . . . 353--353
Ahmad K. Ghafarian Reverse engineering technique to enhance
software engineering education . . . . . 354--354
Peter Mikulecky Knowledge sharing as an innovative
educational practice: educating
knowledge technologies . . . . . . . . . 355--355
Orna Muller and
Bruria Haberman Guidelines for a multiple-goal CS
introductory course: algorithmic
problem-solving woven into OOP . . . . . 356--356
Martha L. Hause Distributed team performance in software
development . . . . . . . . . . . . . . 357--357
Edmond C. Prakash Computer game arena: a showcase for
computer game projects . . . . . . . . . 358--358
James H. Paterson and
Frances McCormick and
Gerry Creechan Teaching XML in a Web development
context . . . . . . . . . . . . . . . . 359--359
Ilana Bass and
Dvir Lanzberg Teaching to analyze solutions using FGA 360--360
Robert D. Campbell and
Elizabeth K. Hawthorne and
Karl J. Klee Curricular projects of the ACM two-year
college education committee . . . . . . 361--361
Michal Armoni and
Judith Gal-Ezer Reductive thinking in undergraduate CS
courses . . . . . . . . . . . . . . . . 362--362
Kamila Olsevicova Application of topic maps in e-learning
environment . . . . . . . . . . . . . . 363--363
Cecile Yehezkel and
Bruria Haberman ``Computer science, academia, and
industry'' educational project . . . . . 364--364
Rui Pais and
João Paulo Barros Two possible approaches for an
intermediate GUI course . . . . . . . . 365--365
David Hemmendinger Computing history: interesting times . . 366--366
David G. Kay and
André van der Hoek and
Debra J. Richardson Extending undergraduate CS programs with
informatics: emphasizing software and
system design in context . . . . . . . . 367--367
Riccardo Massarelli The difficult art of pruning in favour
of creative thinking . . . . . . . . . . 368--368
Judith Gal-Ezer and
Mark Trakhtenbrot Challenges in teaching the pumping lemma
in automata theory course . . . . . . . 369--369
Gwen Nugent and
Leen-Kiat Soh and
Ashok Samal and
Suzette Person and
Jeff Lang Design, development, and validation of a
learning object for CS1 . . . . . . . . 370--370
Ioanna Stamouli and
Marjahan Begum and
Rebecca Mancy ExploreCSEd: exploring skills and
difficulties in programming education 371--371
Vladimir Bures and
Daniela Ponce Knowledge-based support of newcomers
integration into an organization . . . . 372--372
Artur Miguel Dias Moving from mailing lists to Web-based
discussion forums . . . . . . . . . . . 373--373
Tammy Rosenthal Introducing recursion by using
multimedia . . . . . . . . . . . . . . . 374--374
Cynthia S. Hood and
Dennis J. Hood Toward integrating computing concepts
into the K-12 curriculum . . . . . . . . 375--375
Edmond C. Prakash Implicit functions lab: a collaboratory
for computer graphics . . . . . . . . . 376--376
Georg Turban and
Guido Rößling and
Christoph Trompler Bridging media breaks in presence
presentations . . . . . . . . . . . . . 377--377
Vicki L. Almstrum and
Mary Z. Last What attracts women to CS? . . . . . . . 378--378
John Impagliazzo Use a little history . . . . . . . . . . 379--379
Xinogalos Stelios and
Satratzemi Maya Using hands-on activities for motivating
students with OOP concepts before they
are asked to implement them . . . . . . 380--380
Vladimir Nodelman and
Bruria Haberman Complex analysis in computer graphics
course . . . . . . . . . . . . . . . . . 381--381
Morten Lindholm Development of object-understanding
among students in the humanities . . . . 382--382
Nghi Truong The environment for learning to program 383--383
Xinogalos Stelios and
Satratzemi Maya The hands-on activities of the
programming microworld objectKarel . . . 384--384
Micael Gallego-Carrillo and
Francisco Gortázar-Bellas and
Jaime Urquiza-Fuentes and
J. Ángel Velázquez-Iturbide SOTA: a visualization tool for symbol
tables . . . . . . . . . . . . . . . . . 385--385
Jaime Urquiza-Fuentes and
J. Ángel Velázquez-Iturbide Reusable collections of Web-based
program animations . . . . . . . . . . . 386--386
Amruth N. Kumar Online tutors for C++/Java programming 387--387
Pedro D. Medeiros and
Vitor A. Duarte and
M. Cecilia Gomes and
Rui F. Marques Using a PC simulator to illustrate
input-output programming techniques . . 388--388
Joseph Bergin Academic jeopardy . . . . . . . . . . . 389--389
Rui Pais and
João Paulo Barros Use of flash movies for teaching GUI
programming . . . . . . . . . . . . . . 390--390
Mary J. Granger Learning technical concepts with
collaboration and communication skills 391--391
Ma Aránzazu Simón-Hurtado and
Carlos Vivaracho-Pascual Learning UNIX in first year of computer
engineering . . . . . . . . . . . . . . 392--392
Ilana Bass and
Dvir Lanzberg Iterative implementation of DFS . . . . 393--393
Robert A. Hovis Managing the complexity in first year
programming . . . . . . . . . . . . . . 394--394
Amruth N. Kumar Projects in the programming languages
course . . . . . . . . . . . . . . . . . 395--395
Henrik Bærbak Christensen TS-05: 150 lines of Java with high
architectural complexity . . . . . . . . 396--396
Eric Clark Hacking as a form of
``self-improvement'' . . . . . . . . . . 397--397
Sérgio Freitas and
Maria Beatriz Carmo and
Ana Paula Afonso A personalized visualization tool for
geo-referenced information . . . . . . . 398--398
Carmen Morgado and
Luís Soares MIG21 API: multimedia interactive groups
API . . . . . . . . . . . . . . . . . . 399--399
Ricardo Pisa and
Vasco Ferreira and
Elisabete Jesus and
Bruno Carlos BRaiN research network . . . . . . . . . 400--400
William Pohlhaus Ethical engagement with data collection
efforts related to fighting terrorists
and terrorism in the context of recent
events . . . . . . . . . . . . . . . . . 401--401
Miguel Silvestre and
Maria Pinto-Albuquerque and
M. B. Carmo and
A. P. Cláudio and
J. D. Cunha and
H. Coelho A platform for the generation of virtual
environments inhabited by intelligent
virtual humans . . . . . . . . . . . . . 402--402
Duarte Alvim Taking the bus in the information
highway system . . . . . . . . . . . . . 403--403
Miguel Boavida and
João Paulo Santos and
Pedro Assunção and
Luis Soares and
João Luz and
Ricardo Viegas The MulE game engine extending online
role-playing games . . . . . . . . . . . 404--404
Leon Davis MindMapX . . . . . . . . . . . . . . . . 405--405
Viktor Geller and
Christelle Scharff Traditional and more ``exotic'' .NET
languages: VB .NET, J#, C# and SML .NET 406--406
Raquel Gomes and
Ricardo Seabra and
João Ventura and
Nuno Guedes SoundSpaces: behavior based control
system for multimedia systems . . . . . 407--407
John Gould and
Matthew Schaefer User interface considerations for older
users . . . . . . . . . . . . . . . . . 408--408
Thomas Larkworthy Evolution lab: the flexible user
friendly robot research tool . . . . . . 409--409
Richard Lawrence [4]cite . . . . . . . . . . . . . . . . 410--410
Ilaria Liccardi and
Su White Understanding disciplinary differences:
an insight into selecting effective
e-learning approaches . . . . . . . . . 411--411
Joana Matos Penha-Lopes Why use an open source e-voting system? 412--412
Antonio Vinha Reusable learning objects: theory to
practice . . . . . . . . . . . . . . . . 413--413
David C. Walls Integrating views on ethical behavior
for computer professionals in an
interdisciplinary environment . . . . . 414--414
Richard J. Roiger Teaching an introductory course in data
mining . . . . . . . . . . . . . . . . . 415--415
Joseph Bergin and
Eugene Wallingford Test-first pair-programming tutorial . . 416--416
Mario Guimaraes Constructing database applications for
PDA using the .NET framework . . . . . . 417--417
Amruth N. Kumar LEGO robots and AI . . . . . . . . . . . 418--418
Thelma Estrin and
Frederik Nebeker An interview with Thelma Estrin . . . . 6--13
Don Gotterbarn Antipodal shock: professionalism turned
upside down . . . . . . . . . . . . . . 14--15
Tony Clear Disciplined design practices: a role for
refactoring in software engineering? . . 15--16
John T. Gorgone Information systems: program location,
business component, and accreditation 16--18
Raymond Lister Mixed methods: positivists are from
Mars, constructivists are from Venus . . 18--19
Henry MacKay Walker What should be in a syllabus? . . . . . 19--21
Robert D. Campbell Forthcoming activities in the two-year
college setting . . . . . . . . . . . . 21--22
Jeffrey Popyack Recognizing outstanding achievement . . 22--24
Peter B. Henderson One-minute column . . . . . . . . . . . 24--26
David Ginat Queens on a chessboard . . . . . . . . . 26--27
Nick Parlante A day for CS education . . . . . . . . . 27--28
C. Dianne Martin Removing the veil: personal reflections
on educating women in Dubai . . . . . . 30--33
Jeffrey J. McConnell Active and cooperative learning: more
tips and tricks (part II) . . . . . . . 34--38
Mordechai (Moti) Ben-Ari Minesweeper as an NP-complete problem 39--40
Thomas A. Standish and
Norman Jacobson Using $ O(n) $ ProxmapSort and $ O(1) $
ProxmapSearch to motivate CS2 students
(Part I) . . . . . . . . . . . . . . . . 41--44
Said Hadjerrouit Constructivism as guiding philosophy for
software engineering education . . . . . 45--49
Fereydoun Kazemian and
Trudy Howles A software testing course for computer
science majors . . . . . . . . . . . . . 50--53
Tom Goulding and
Rita DiTrolio Incorporating realistic constraints into
a student team software project . . . . 54--58
Leo Hitchcock Industry certification: value, validity,
and a place for SoDIS\reg . . . . . . . 59--63
Mingshen Wu Teaching graph algorithms using online
Java package IAPPGA . . . . . . . . . . 64--68
Nell Dale Content and emphasis in CS1 . . . . . . 69--73
Azwina M. Yusof and
Rukaini Abdullah The evolution of programming courses:
course curriculum, students, and their
performance . . . . . . . . . . . . . . 74--78
Tami Lapidot and
Orit Hazzan Song debugging: merging content and
pedagogy in computer science education 79--83
John Aycock and
Jim Uhl Choice in the classroom . . . . . . . . 84--88
Yiu-chi Lai Teaching computer applications to
pre-school teachers through problem
based learning approach . . . . . . . . 89--92
Rachel Or-Bach Educational benefits of metadata
creation by students . . . . . . . . . . 93--97
Rathika Rajaravivarma A games-based approach for teaching the
introductory programming course . . . . 98--102
Jonathan P. Sorenson An honors course on Alan M. Turing . . . 103--106
Nelishia Pillay and
Vikash R. Jugoo An investigation into student
characteristics affecting novice
programming performance . . . . . . . . 107--110
William J. Klinger Stanislavski and computer science . . . 111--114
Thomas L. Naps and
Guido Rößling and
Peter Brusilovsky and
John English and
Duane J. Jarc and
Ville Karavirta and
Charles Leska and
Myles F. McNally and
Andrés Moreno and
Rockford J. Ross and
Jaime Urquiza-Fuentes Development of XML-based tools to
support user interaction with algorithm
visualization . . . . . . . . . . . . . 123--138
Ursula Fuller and
June Amillo and
Cary Laxer and
W. Michael McCracken and
Joseph Mertz Facilitating student learning through
study abroad and international projects 139--151
Arnold Pears and
Stephen Seidman and
Crystal Eney and
Päivi Kinnunen and
Lauri Malmi Constructing a core literature for
computing education research . . . . . . 152--161
Lillian N. Cassel and
Anneke Hacquebard and
Andrew D. McGettrick and
Gordon Davies and
Richard J. LeBlanc and
Charles Riedesel and
Yaakov L. Varol and
Gail T. Finley and
Samuel Mann and
Robert H. Sloan A synthesis of computing concepts . . . 162--172
Vicki L. Almstrum and
Lecia Jane Barker and
Barbara Boucher Owens and
Elizabeth Adams and
William Aspray and
Nell B. Dale and
Wanda Dann and
Andrea Lawrence and
Leslie Schwartzman Building a sense of history: narratives
and pathways of women computing
educators . . . . . . . . . . . . . . . 173--189
Richard Pattis Can't sing, can't act, can dance a
little: (on choosing the right dancing
partners) . . . . . . . . . . . . . . . 1--1
Mike O'Leary A laboratory based capstone course in
computer security for undergraduates . . 2--6
Binto George and
Anna Valeva A database security course on a
shoestring . . . . . . . . . . . . . . . 7--11
H. Yu and
W. Liao and
X. Yuan and
J. Xu Teaching a Web security course to
practice information assurance . . . . . 12--16
Laurie Murphy and
Brad Richards and
Renée McCauley and
Briana B. Morrison and
Suzanne Westbrook and
Timothy Fossum Women catch up: gender differences in
learning programming concepts . . . . . 17--21
Carol Frieze and
Orit Hazzan and
Lenore Blum and
M. Bernardine Dias Culture and environment as determinants
of women's participation in computing:
revealing the ``women-CS fit'' . . . . . 22--26
Lori Carter Why students with an apparent aptitude
for computer science don't choose to
major in computer science . . . . . . . 27--31
Jerry Mead A compiler tutorial scaled for the
programming languages course . . . . . . 32--36
Hilda M. Standley 'Programming language paradigms'
instruction through designing a new
paradigm . . . . . . . . . . . . . . . . 37--40
Michael R. Wick and
Daniel E. Stevenson On using scheme to introduce Prolog . . 41--45
Adrienne Decker and
Phil Ventura and
Christopher Egert Through the looking glass: reflections
on using undergraduate teaching
assistants in CS1 . . . . . . . . . . . 46--50
Sebastian Niezgoda and
Thomas P. Way SNITCH: a software tool for detecting
cut and paste plagiarism . . . . . . . . 51--55
Robert E. Noonan The back end of a grading system . . . . 56--60
Myles McNally and
Michael Goldweber and
Barry Fagin and
Frank Klassner Do Lego Mindstorms robots have a future
in CS education? . . . . . . . . . . . . 61--62
Brian J. Rosmaita and
Katherine Deibel and
Robert F. Cohen and
Mary Anne L. Egan Accessibility and computer science
education . . . . . . . . . . . . . . . 63--64
Peter Denning and
Andrew McGettrick and
Paul Rosenbloom and
Larry Snyder Re-centering computer science . . . . . 65--66
Thomas J. Cortina and
Richard McKenna The design of a history of computing
course with a unique perspective . . . . 67--71
Michael B. Gousie A robust Web programming and graphics
course for non-majors . . . . . . . . . 72--76
Daniel C. Cliburn A CS0 course for the liberal arts . . . 77--81
Li Xu and
Fred G. Martin Chirp on crickets: teaching compilers
using an embedded robot controller . . . 82--86
William M. Waite The compiler course in today's
curriculum: three strategies . . . . . . 87--91
Jeremy D. Frens and
Andrew Meneely Fifteen compilers in fifteen days . . . 92--96
Sam Phu Manh Tran and
T. Andrew Yang Evaluations of target tracking in
wireless sensor networks . . . . . . . . 97--101
William I. Bullers, Jr. and
Stephen Burd and
Alessandro F. Seazzu Virtual machines --- an idea whose time
has returned: application to network,
security, and database courses . . . . . 102--106
John DeHart and
Fred Kuhns and
Jyoti Parwatikar and
Jonathan Turner and
Charlie Wiseman and
Ken Wong The open network laboratory . . . . . . 107--111
Lawrence J. Osborne Thinking, speaking, and writing for
freshmen . . . . . . . . . . . . . . . . 112--116
Mark E. Hoffman and
Timothy Dansdill and
David S. Herscovici Bridging writing to learn and writing in
the discipline in computer science
education . . . . . . . . . . . . . . . 117--121
Henry A. Etlinger A framework in which to teach
(technical) communication to computer
science majors . . . . . . . . . . . . . 122--126
Roger Ferguson and
Chang Liu and
Mary Last and
Joe Mertz Service-learning projects: opportunities
and challenges . . . . . . . . . . . . . 127--128
Stu Zweben and
Han Reichgelt and
Gayle Yaverbaum Outcomes-based computing accreditation
criteria . . . . . . . . . . . . . . . . 129--130
Eric Roberts and
Kim Bruce and
James H. Cross II and
Robb Cutler and
Scott Grissom and
Karl Klee and
Susan Rodger and
Fran Trees and
Ian Utting and
Frank Yellin The ACM Java Task Force: final report 131--132
Graciela Gonzalez A systematic approach to active and
cooperative learning in CS1 and its
effects on CS2 . . . . . . . . . . . . . 133--137
Dawn McKinney and
Leo F. Denton Developing collaborative skills early in
the CS curriculum in a laboratory
environment . . . . . . . . . . . . . . 138--142
Timothy A. Budd An active learning approach to teaching
the data structures course . . . . . . . 143--147
Matt Bower Virtual classroom pedagogy . . . . . . . 148--152
Amy B. Woszczynski CyberTech I: online introduction to
computer science course for high school
students . . . . . . . . . . . . . . . . 153--157
Iwona Miliszewska and
John Horwood Engagement theory: a universal paradigm? 158--162
Saeko Matsuura An evaluation method of project based
learning on software development
experiment . . . . . . . . . . . . . . . 163--167
Titus Winters and
Tom Payne Closing the loop on test creation: a
question assessment mechanism for
instructors . . . . . . . . . . . . . . 169--170
David B. Levine and
Henry M. Walker XP practices applied to grading . . . . 173--177
Dorothy Deremer and
Katherine G. Herbert An interdisciplinary undergraduate
science informatics degree in a liberal
arts context . . . . . . . . . . . . . . 179--183
Jacquelyn S. Fetrow and
David J. John Bioinformatics and computing curriculum:
a new model for interdisciplinary
courses . . . . . . . . . . . . . . . . 185--189
James Blahnik and
Bonnie McVey and
David Pankratz Adding concentrations to the CS major:
our dean calls us `innovative' . . . . . 191--194
Vicki L. Almstrum and
David Klappholz and
Steven Condly and
John Clement Are they learning what (we think) we're
teaching? . . . . . . . . . . . . . . . 195--195
M. Armoni and
S. Rodger and
M. Vardi and
R. Verma automata theory: its relevance to
computer science students and course
contents . . . . . . . . . . . . . . . . 197--198
Lillian (Boots) Cassel and
Andrew McGettrick and
Robert H. Sloan A comprehensive representation of the
computing and information disciplines 199--200
Robb Cutler and
Chris Stephenson Working together to improve K-12
computer science education . . . . . . . 201--201
Thomas P. Way A Virtual Laboratory Model for
Encouraging Undergraduate Research . . . 203--207
Jennifer A. Polack-Wahl and
Karen Anewalt Learning strategies and undergraduate
research . . . . . . . . . . . . . . . . 209--213
Deborah L. Knox and
Peter J. DePasquale and
Sarah M. Pulimood A model for summer undergraduate
research experiences in emerging
technologies . . . . . . . . . . . . . . 214--218
Tamara Denning and
William G. Griswold and
Beth Simon and
Michelle Wilkerson Multimodal communication in the
classroom: what does it mean for us? . . 219--223
Shannon Pollard and
Robert C. Duvall Everything I needed to know about
teaching I learned in kindergarten:
bringing elementary education techniques
to undergraduate computer science
classes . . . . . . . . . . . . . . . . 224--228
K. Christensen and
D. Rundus and
G. Perera and
S. Zulli CSE volunteers: a service learning
program to provide IT support to the
Hillsborough County School District . . 229--233
Michael J. Jipping and
Sara Henry and
Kathleen Ludewig and
Leslie Tableman How to integrate FPGAs into a computer
organization course . . . . . . . . . . 234--238
Kenneth Vollmar and
Pete Sanderson MARS: an education-oriented MIPS
assembly language simulator . . . . . . 239--243
Patrick Borunda and
Chris Brewer and
Cesim Erten GSPIM: graphical visualization tool for
MIPS assembly programming and simulation 244--248
Eric Larson An undergraduate course on software bug
detection tools and techniques . . . . . 249--253
David S. Janzen and
Hossein Saiedian Test-driven learning: intrinsic
integration of testing into the CS/SE
curriculum . . . . . . . . . . . . . . . 254--258
Rahul Agarwal and
Stephen H. Edwards and
Manuel A. Pérez-Quiñones Designing an adaptive learning module to
teach software testing . . . . . . . . . 259--263
Antonio M. Lopez, Jr. and
Robert Lent and
Frederick G. Lopez and
Madonna G. Constantine A multi-disciplinary look at the
computing disciplines . . . . . . . . . 264--265
Edward Angel and
Steve Cunningham and
Peter Shirley and
Kelvin Sung Teaching computer graphics without
raster-level algorithms . . . . . . . . 266--267
Bill Marion Final oral report of the SIGCSE
committee on the implementation of a
discrete mathematics course . . . . . . 268--269
Brian J. Rosmaita Accessibility first!: a new approach to
Web design . . . . . . . . . . . . . . . 270--274
Robert M. Siegfried Visual programming and the blind: the
challenge and the opportunity . . . . . 275--278
Robert F. Cohen and
Arthur Meacham and
Joelle Skaff Teaching graphs to visually impaired
students using an active auditory
interface . . . . . . . . . . . . . . . 279--282
Peter DePasquale Exploiting on-line data sources as the
basis of programming projects . . . . . 283--287
Viera K. Proulx and
Kathryn E. Gray Design of class hierarchies: an
introduction to OO program design . . . 288--292
Stuart Reges Back to basics in CS1 and CS2 . . . . . 293--297
Andreas Polze and
Dave Probert Teaching operating systems: the windows
case . . . . . . . . . . . . . . . . . . 298--302
Steven Robbins A UNIX concurrent I/O simulator . . . . 303--307
Peter DeRosa and
Kai Shen and
Christopher Stewart and
Jonathan Pearson Realism and simplicity: disk simulation
for instructional OS performance
evaluation . . . . . . . . . . . . . . . 308--312
Mark D. LeBlanc and
Rochelle Leibowitz Discrete partnership: a case for a full
year of discrete math . . . . . . . . . 313--317
David Pengelley and
Inna Pivkina and
Desh Ranjan and
Karen Villaverde A project in algorithms based on a
primary historical source about Catalan
numbers . . . . . . . . . . . . . . . . 318--322
Michael R. Wick and
Paul J. Wagner Using market basket analysis to
integrate and motivate topics in
discrete structures . . . . . . . . . . 323--327
Thomas Naps and
Susan Rodger and
Guido Rößling and
Rockford Ross Animation and visualization in the
curriculum: opportunities, challenges,
and successes . . . . . . . . . . . . . 328--329
William Aspray and
A. Frank Mayadas and
Moshe Y. Vardi and
Stuart H. Zweben educational response to offshore
outsourcing . . . . . . . . . . . . . . 330--331
Laurence I. Peterson and
Dale Benham and
Amy B. Woszczynski and
Rich Schlesinger CyberTech-ITEST: an NSF-funded
initiative to attract and prepare
underrepresented students for tomorrow's
careers in the computing sciences . . . 332--333
Eric Roberts An interactive tutorial system for Java 334--338
Ryan McFall and
Herbert Dershem and
Darcy Davis Experiences using a collaborative
electronic textbook: bringing the
``guide on the side'' home with you . . 339--343
Valentin Razmov and
Richard Anderson Pedagogical techniques supported by the
use of student devices in teaching
software engineering . . . . . . . . . . 344--348
Suzanne Smith and
Sara Stoecklin and
Catharina Serino An innovative approach to teaching
refactoring . . . . . . . . . . . . . . 349--353
Kevin Bierre and
Phil Ventura and
Andrew Phelps and
Christopher Egert Motivating OOP by blowing things up: an
exercise in cooperation and competition
in an introductory Java programming
course . . . . . . . . . . . . . . . . . 354--358
Joel C. Adams OOP and the Janus Principle . . . . . . 359--363
Todd Shurn Programming fundamentals and innovation
taught through windows media player skin
creation . . . . . . . . . . . . . . . . 364--372
Jungsoon Yoo and
Sung Yoo and
Chris Lance and
Judy Hankins Student progress monitoring tool using
treeview . . . . . . . . . . . . . . . . 373--377
Reg Hahne and
Cay Horstmann and
David Reed and
Don Allen Growl\ldotsroar\ldotsare we ready for
tiger?: review of the current climate
and changes to be implemented for the
2007 AP CS exam . . . . . . . . . . . . 378--378
Susan H. Rodger and
Bart Bressler and
Thomas Finley and
Stephen Reading Turning automata theory into a hands-on
course . . . . . . . . . . . . . . . . . 379--383
Timothy M. White and
Thomas P. Way jFAST: a Java finite automata simulator 384--388
Michal Armoni and
Judith Gal-Ezer Reduction --- an abstract thinking
pattern: the case of the computational
models course . . . . . . . . . . . . . 389--393
Ursula Wolz and
Tiffany Barnes and
Ian Parberry and
Michael Wick Digital gaming as a vehicle for learning 394--395
David Ranum and
Bradley Miller and
John Zelle and
Mark Guzdial Successful approaches to teaching
introductory computer science courses
with Python . . . . . . . . . . . . . . 396--397
Sarah Rauchas and
Benjamin Rosman and
George Konidaris and
Ian Sanders Language performance at high school and
success in first year computer science 398--402
Anna Eckerdal and
Robert McCartney and
Jan Erik Moström and
Mark Ratcliffe and
Carol Zander Can graduating students design software
systems? . . . . . . . . . . . . . . . . 403--407
Orit Hazzan and
Yael Dubinsky and
Larisa Eidelman and
Victoria Sakhnini and
Mariana Teif Qualitative research in computer science
education . . . . . . . . . . . . . . . 408--412
Pauli Byckling and
Jorma Sajaniemi Roles of variables and programming
skills improvement . . . . . . . . . . . 413--417
M. R. K. Krishna Rao Storytelling and puzzles in a software
engineering course . . . . . . . . . . . 418--422
Chang Liu Software project demonstrations as not
only an assessment tool but also a
learning tool . . . . . . . . . . . . . 423--427
Lucas Layman and
Travis Cornwell and
Laurie Williams Personality types, learning styles, and
an agile approach to software
engineering education . . . . . . . . . 428--432
David Callele and
Dwight Makaroff Teaching requirements engineering to an
unsuspecting audience . . . . . . . . . 433--437
Casey Alt and
Owen Astrachan and
Jeffrey Forbes and
Richard Lucic and
Susan Rodger Social networks generate interest in
computer science . . . . . . . . . . . . 438--442
Jerry O. Talton and
Daniel L. Peterson and
Sam Kamin and
Deborah Israel and
Jalal Al-Muhtadi Scavenger hunt: computer science
retention through orientation . . . . . 443--447
Zachary Dodds and
Leslie Karp The evolution of a computational
outreach program to secondary school
students . . . . . . . . . . . . . . . . 448--452
Laurence I. Peterson and
Dale Benham Overview of the cyberTech-ITEST project:
an initiative to attract and prepare
under-represented students for
tomorrow's careers in the computing
sciences . . . . . . . . . . . . . . . . 453--455
Russell Shackelford and
Andrew McGettrick and
Robert Sloan and
Heikki Topi and
Gordon Davies and
Reza Kamali and
James Cross and
John Impagliazzo and
Richard LeBlanc and
Barry Lunt Computing Curricula 2005: The Overview
Report . . . . . . . . . . . . . . . . . 456--457
Edward F. Gehringer and
Katherine Deibel and
John Hamer and
Keith J. Whittington cooperative learning: beyond pair
programming and team projects . . . . . 458--459
Yana Kortsarts and
Jeffrey Rufinus Teaching the power of randomization
using a simple game . . . . . . . . . . 460--463
Jerome L. Paul and
Michal Kouril and
Kenneth A. Berman A template library to facilitate
teaching message passing parallel
computing . . . . . . . . . . . . . . . 464--468
David Ginat and
Michal Armoni Reversing: an essential heuristic in
program and proof design . . . . . . . . 469--473
Roy P. Pargas and
Dhaval M. Shah Things are clicking in computer science
courses . . . . . . . . . . . . . . . . 474--478
Amruth Kumar and
Deepak Kumar and
Ingrid Russell Non-traditional projects in the
undergraduate AI course . . . . . . . . 479--480
Michela Pedroni and
Bertrand Meyer The inverted curriculum in practice . . 481--485
Leen-Kiat Soh Incorporating an intelligent tutoring
system into CS1 . . . . . . . . . . . . 486--490
Hamzeh Roumani Practice what you preach: full
separation of concerns in CS1/CS2 . . . 491--494
Tzu-Yi Chen and
Alvaro Monge and
Beth Simon Relationship of early programming
language to novice generated design . . 495--499
Jessica D. Bayliss and
Sean Strout Games as a ``flavor'' of CS1 . . . . . . 500--504
Mark C. Lewis and
Berna Massingill Graphical game development in CS2: a
flexible infrastructure for a semester
long project . . . . . . . . . . . . . . 505--509
Ian Parberry and
Max B. Kazemzadeh and
Timothy Roden The art and science of game programming 510--514
A. T. Chamillard Introductory game creation: no
programming required . . . . . . . . . . 515--519
Michael J. Quinn Case-based analysis: a practical tool
for teaching computer ethics . . . . . . 520--524
Fred G. Martin and
Sarah Kuhn Computing in context: integrating an
embedded computing project into a course
on ethical and societal issues . . . . . 525--529
Anne G. Applin A learner-centered approach to teaching
ethics in computing . . . . . . . . . . 530--534
Richard G. Epstein An ethics and security course for
students in computer science and
information technology . . . . . . . . . 535--537
David R. Musicant A data mining course for computer
science: primary sources and
implementations . . . . . . . . . . . . 538--542
Roxanne L. Canosa Image understanding as a second course
in AI: preparing students for research 543--547
Michael R. Scheessele and
Thomas Schriefer Poker as a group project for artificial
intelligence . . . . . . . . . . . . . . 548--552
Daniel B. Waegel and
April Kontostathis TextMOLE: text mining operations library
and environment . . . . . . . . . . . . 553--557
Mary J. Granger and
Guy-Alain Amoussou and
Miguel A. Labrador and
Sue Perry and
Kelly M. Van Busum Research experience for undergraduates:
successes and challenges . . . . . . . . 558--559
Kris Powers and
Paul Gross and
Steve Cooper and
Myles McNally and
Kenneth J. Goldman and
Viera Proulx and
Martin Carlisle Tools for teaching introductory
programming: what works? . . . . . . . . 560--561
Nick Parlante and
Steven A. Wolfman and
Lester I. McCann and
Eric Roberts and
Chris Nevison and
John Motil and
Jerry Cain and
Stuart Reges Nifty assignments . . . . . . . . . . . 562--563
Bill La Barge Make it look real, make it look cool . . 564--564
Sara Saeed Bilal and
Fatma Hassan and
C. Dianne Martin Ethics and professionalism for an IT
professional in the UAE . . . . . . . . 6--7
Donald Gotterbarn The shinning face of plagiarism: the
graying of an issue . . . . . . . . . . 7--8
Tony Clear On the necessity of removing ``cruelty''
from the teaching of computing . . . . . 8--10
John T. Gorgone Graduate curriculum now available . . . 10--11
Raymond Lister Call me Ishmael: Charles Dickens meets
Moby Book . . . . . . . . . . . . . . . 11--13
Henry MacKay Walker Thoughts about lecturing . . . . . . . . 13--15
Robert D. Campbell Information technology: \ldots a program
of study . . . . . . . . . . . . . . . . 15--16
Gordon Davies On the merits of e-learning . . . . . . 16--17
Peter B. Henderson The Josephus Flavius' problem . . . . . 17--20
David Ginat Graph cycles . . . . . . . . . . . . . . 20--22
John Impagliazzo Meet our columnists for this issue . . . 23--23
Jeffrey J. McConnell Active and cooperative learning: further
tips and tricks (part 3) . . . . . . . . 24--28
Jeffrey J. McConnell Active and cooperative learning: further
tips and tricks (part 3) . . . . . . . . 24--28
Thomas A. Standish and
Norman Jacobson Using $ O(n) $ ProxmapSort and $ O(1) $
ProxmapSearch to motivate CS2 students,
Part II . . . . . . . . . . . . . . . . 29--32
LieJune Shiau An application of vector space theory in
data transmission . . . . . . . . . . . 33--36
Timothy J. Rolfe Las Vegas does $n$-queens . . . . . . . 37--38
Jens Bennedsen and
Michael E. Caspersen Abstraction ability as an indicator of
success for learning object-oriented
programming? . . . . . . . . . . . . . . 39--43
Peter Brusilovsky and
Jonathan Grady and
Michael Spring and
Chul-Hwan Lee What should be visualized?: faculty
perception of priority topics for
program visualization . . . . . . . . . 44--48
Nell B. Dale Most difficult topics in CS1: results of
an online survey of educators . . . . . 49--53
Renée McCauley and
Christopher W. Starr and
Walter Pharr and
RoxAnn H. Stalvey and
George Pothering Is CS1 better with the same lecture and
lab instructor? . . . . . . . . . . . . 54--60
Bradley K. Jensen and
Melinda Cline and
Carl Stephen Guynes Teaching the undergraduate CS
Information Security Course . . . . . . 61--63
Paul S. Grisham and
Herb Krasner and
Dewayne E. Perry Data Engineering education with
real-world projects . . . . . . . . . . 64--68
Torben Lorenzen and
Hang-Ling Chang MasterMind\TM: a predictor of computer
programming aptitude . . . . . . . . . . 69--71
Orit Hazzan and
Tami Lapidot Social issues of computer science in the
``Methods of Teaching Computer Science
in the High School'' course . . . . . . 72--75
Daryl H. Hepting Ethics and usability testing in computer
science education . . . . . . . . . . . 76--80
Aristidis Ilias and
Maria Kordaki Undergraduate studies in computer
science and engineering: gender issues 81--85
Chenglie Hu When to use an interface? . . . . . . . 86--90
Cindy H. Randall and
Barbara A. Price Desirable attributes for computing
graduates: is there agreement? . . . . . 91--96
Clifford A. Shaffer Experiences teaching a graduate research
methods course . . . . . . . . . . . . . 97--101
Rose Shumba The development of a Human Computer
Interaction course at a senior synthesis
course . . . . . . . . . . . . . . . . . 102--104
Yang Wang It is time for a computer application
degree . . . . . . . . . . . . . . . . . 105--109
Ryan Talabis Honeynet learning: discovering IT
security . . . . . . . . . . . . . . . . 110--114
Gireesh K. Gupta Computer literacy: essential in today's
computer-centric world . . . . . . . . . 115--119
John T. Gorgone and
Paul Gray and
Edward A. Stohr and
Joseph S. Valacich and
Rolf T. Wigand MSIS 2006: model curriculum and
guidelines for graduate degree programs
in information systems . . . . . . . . . 121--196
Roberto Di Cosmo Educating the e-citizen . . . . . . . . 1--1
Alison Young and
Logan Muller Aluminum foil satellite dishes and a
millennium of experience: sustainability
in the high Andes . . . . . . . . . . . 2--2
Roy P. Pargas Reducing lecture and increasing student
activity in large computer science
courses . . . . . . . . . . . . . . . . 3--7
Pedro Guerreiro and
Katerina Georgouli Combating anonymousness in populous CS1
and CS2 courses . . . . . . . . . . . . 8--12
Jaime Spacco and
David Hovemeyer and
William Pugh and
Fawzi Emad and
Jeffrey K. Hollingsworth and
Nelson Padua-Perez Experiences with Marmoset: designing and
using an advanced submission and testing
system for programming courses . . . . . 13--17
William M. Waite and
Assad Jarrahian and
Michele H. Jackson and
Amer Diwan Design and implementation of a modern
compiler course . . . . . . . . . . . . 18--22
Vijayakumar Shanmugasundaram and
Paul Juell and
Curt Hill Knowledge building using visualizations 23--27
Benjy Thomasson and
Mark Ratcliffe and
Lynda Thomas Identifying novice difficulties in
object oriented design . . . . . . . . . 28--32
J. Mark Pullen Scaling up a distance education program
in computer science . . . . . . . . . . 33--37
Andrew Bennett and
Joanna Briggs and
Martyn Clark High school computing clubs: a pilot
study . . . . . . . . . . . . . . . . . 38--42
Geoffrey R. Gray and
Colin A. Higgins An introspective approach to marking
graphical user interfaces . . . . . . . 43--47
Peter Brusilovsky and
Tomasz D. Loboda WADEIn II: a case for adaptive
explanatory visualization . . . . . . . 48--52
Beryl Plimmer and
Robert Amor Peer teaching extends HCI learning . . . 53--57
Herman Koppelman and
Betsy van Dijk Creating a realistic context for team
projects in HCI . . . . . . . . . . . . 58--62
Suehee Pak and
Eunha Rho and
Juno Chang Industrial demand-driven curriculums for
computer-software field in Korea . . . . 63--67
John Hamer Some experiences with the ``contributing
student approach'' . . . . . . . . . . . 68--72
Timothy A. Davis and
John Kundert-Gibbs The role of computer science in digital
production arts . . . . . . . . . . . . 73--77
Paolo Giangrandi and
Claudio Mirolo ``Numeri e Macchine'': a virtual museum
to learn the history of computing . . . 78--82
Pete Thomas and
Kevin Waugh and
Neil Smith Using patterns in the automatic marking
of ER-diagrams . . . . . . . . . . . . . 83--87
Mario Amelung and
Michael Piotrowski and
Dietmar Rösner EduComponents: experiences in
e-assessment in computer science
education . . . . . . . . . . . . . . . 88--92
Karin Axelsson and
Ulf Melin and
Tommy Wedlund Student activity in seminars: designing
multi-functional assessment events . . . 93--97
Colin A. Higgins and
Brett Bligh Formative computer based assessment in
diagram based domains . . . . . . . . . 98--102
Anna Eckerdal and
Robert McCartney and
Jan Erik Moström and
Mark Ratcliffe and
Kate Sanders and
Carol Zander Putting threshold concepts into context
in computer science education . . . . . 103--107
Emilia Mendes and
Lubna Al-Fakhri and
Andrew Luxton-Reilly A replicated experiment of
pair-programming in a 2nd-year software
development and design computer science
course . . . . . . . . . . . . . . . . . 108--112
Brian Hanks Student attitudes toward pair
programming . . . . . . . . . . . . . . 113--117
Raymond Lister and
Beth Simon and
Errol Thompson and
Jacqueline L. Whalley and
Christine Prasad Not seeing the forest for the trees:
novice programmers and the SOLO taxonomy 118--122
Ming-Yu Chen and
Jyh-Da Wei and
Jeng-Hung Huang and
D. T. Lee Design and applications of an algorithm
benchmark system in a computational
problem solving environment . . . . . . 123--127
Anthony Wirth and
Michael Bertolacci New algorithms research for first year
students . . . . . . . . . . . . . . . . 128--132
Michal Armoni and
Judith Gal-Ezer and
Orit Hazzan Reductive thinking in undergraduate CS
courses . . . . . . . . . . . . . . . . 133--137
Ian Sanders and
Vashti Galpin and
Tina Götschi Mental models of recursion revisited . . 138--142
Daniel E. Stevenson PNG palette permuter . . . . . . . . . . 143--147
Paul M. Leidig and
Roger Ferguson and
Jonathan Leidig The use of community-based non-profit
organizations in information systems
capstone projects . . . . . . . . . . . 148--152
Steven Bird and
James R. Curran Building a search engine to drive
problem-based learning . . . . . . . . . 153--157
Daniel E. Stevenson and
Paul J. Wagner Developing real-world programming
assignments for CS1 . . . . . . . . . . 158--162
Leen-Kiat Soh Implementing the jigsaw model in CS1
closed labs . . . . . . . . . . . . . . 163--167
Sarah Matzko and
Timothy A. Davis Teaching CS1 with graphics and C . . . . 168--172
Charles Boisvert Web animation to communicate iterative
development . . . . . . . . . . . . . . 173--177
Petri Gerdt and
Jorma Sajaniemi A Web-based service for the automatic
detection of roles of variables . . . . 178--182
Curt Hill and
Vijayakumar Shanmugasundaram and
Martina Miteva Agents help students in ProgrammingLand 183--187
Rudolf Pecinovský and
Jarmila Pavlícková and
Lubos Pavlícek Let's modify the objects-first approach
into design-patterns-first . . . . . . . 188--192
Ian Utting Problems in the initial teaching of
programming using Java: the case for
replacing J2SE with J2ME . . . . . . . . 193--196
Atanas Radenski ``Python first'': a lab-based digital
introduction to computer science . . . . 197--201
Tobias Lauer Learner interaction with algorithm
visualizations: viewing vs. changing vs.
constructing . . . . . . . . . . . . . . 202--206
Giovanni M. Bianco and
Simonetta Tinazzi One step further the ACM K-12 final
report: a proposal for level 1: computer
organization for K-8 . . . . . . . . . . 207--211
Isabelle Dony and
Baudouin Le Charlier A tool for helping teach a programming
method . . . . . . . . . . . . . . . . . 212--216
Jackie O'Kelly and
J. Paul Gibson RoboCode & problem-based learning: a
non-prescriptive approach to teaching
programming . . . . . . . . . . . . . . 217--221
Hasmik Gharibyan and
Stephan Gunsaulus Gender gap in computer science does not
exist in one former Soviet republic:
results of a study . . . . . . . . . . . 222--226
Tamar Vilner and
Ela Zur Once she makes it, she is there: gender
differences in computer science study 227--231
William M. Fleischman Meta-informatics and ethical issues in
computing . . . . . . . . . . . . . . . 232--236
Stefan A. Robila and
James W. Ragucci Don't be a phish: steps in user
education . . . . . . . . . . . . . . . 237--241
Patrick Bristow Unicast vs. multicast over wireless: a
cross-disciplinary mindshare for
educational application researchers . . 242--244
Brian Tjaden and
Brett Tjaden Training students to administer and
defend computer networks and systems . . 245--249
Pedro Pablo Gómez-Martín and
Marco Antonio Gómez-Martín Fast application development to
demonstrate computer graphics concepts 250--254
Clark F. Olson Encouraging the development of
undergraduate researchers in computer
vision . . . . . . . . . . . . . . . . . 255--259
A. T. Chamillard Using student performance predictions in
a computer science curriculum . . . . . 260--264
Anders Berglund and
Mattias Wiggberg Students learn CS in different ways:
insights from an empirical study . . . . 265--269
Jacob Perrenet and
Eric Kaasenbrood Levels of abstraction in students'
understanding of the concept of
algorithm: the qualitative perspective 270--274
Janet Hughes and
D. Ramanee Peiris ASSISTing CS1 students to learn:
learning approaches and object-oriented
programming . . . . . . . . . . . . . . 275--279
James H. Paterson and
John Haddow and
Michael Nairn A design patterns extension for the
BlueJ IDE . . . . . . . . . . . . . . . 280--284
Jerry Boetje Foundational actions: teaching software
engineering when time is tight . . . . . 285--288
Dennis J. Hood and
Cynthia S. Hood Teaching software project management
using simulations . . . . . . . . . . . 289--293
Dragutin Petkovic and
Gary Thompson and
Rainer Todtenhoefer Teaching practical software engineering
and global software engineering:
evaluation and comparison . . . . . . . 294--298
Elizabeth Adams and
Doug Baldwin and
Judith Bishop and
John English and
Pamela Lawhead and
Daniel Stevenson Approaches to teaching the programming
languages course: a potpourri . . . . . 299--300
Joe Bergin and
Raymond Lister and
Barbara Boucher Owens and
Myles McNally The first programming course: ideas to
end the enrollment decline . . . . . . . 301--302
William J. Joel Living in a digital world: teaching
computers and society via literature . . 303--303
Meirav Mano and
Bruria Haberman and
Tammy Rosenthal Promoting women in science and
technology . . . . . . . . . . . . . . . 304--304
Michael Erlinger Lab exercises for computer networking
courses . . . . . . . . . . . . . . . . 305--305
Michael Hielscher and
Christian Wagenknecht AtoCC: learning environment for teaching
theory of automata and formal languages 306--306
Joe Bergin Karel universe drag & drop editor . . . . 307--307
Ann M. Quade Developing a hybrid software engineering
curse that promotes project-based active
learning . . . . . . . . . . . . . . . . 308--308
Leigh Ann Sudol and
Kathryn Bambino Is there such a thing as too much
support?: a discussion from a teacher
and a student's perspective of support
groups for girls in computer science . . 309--309
Robert R. Snapp A Puzzles-First approach to computer
science . . . . . . . . . . . . . . . . 310--310
John Impagliazzo Computing curricula 2005: and guide . . 311--311
Guido Rößling Translator: a package for
internationalization for Java-based
applications and GUIs . . . . . . . . . 312--312
Vicki L. Almstrum and
Mary Z. Last Men are from toys: women are from tools 313--313
L. Dairaine and
E. Exposito and
G. Jourjon and
P. Casenove and
F. Tan and
E. Lochin IREEL: remote experimentation with real
protocols and applications over emulated
network . . . . . . . . . . . . . . . . 314--314
Donald Joyce Educating computing professionals at
postgraduate level . . . . . . . . . . . 315--315
William J. Joel Engaging computer science education . . 316--316
Louise Moses Animation programming: an alternative
approach to CS1 . . . . . . . . . . . . 317--317
Vladimír Bures Systems thinking as a basis for ambient
intelligence . . . . . . . . . . . . . . 318--318
Janne Lindqvist and
Sanna Liimatainen VERKKOKE: online teaching environment
for telecommunications software and
routing . . . . . . . . . . . . . . . . 319--319
Titus Winters and
Tom Payne Computer aided assessment with human
oversight . . . . . . . . . . . . . . . 320--320
Robert D. Campbell and
Elizabeth K. Hawthorne and
Karl J. Klee Activities of the ACM two-year college
education committee . . . . . . . . . . 321--321
Heidi J. C. Ellis Undergraduate involvement in
bioinformatics research: lessons from
the CONNJUR project . . . . . . . . . . 322--322
Ingrid Russell and
Zdravko Markov and
Todd Neller Teaching AI through machine learning
projects . . . . . . . . . . . . . . . . 323--323
Frank Keenan and
Sarah Powell and
Gerry Coleman and
Kevin McDaid Learning project planning the agile way 324--324
Judith Gal-Ezer and
Mark Trakhtenbrot Algebraic characterization of regular
languages: how to cope with all these
equivalences? . . . . . . . . . . . . . 325--325
Sarah Rauchas and
Ian Sanders and
Benjamin Kumwenda The effect of prior programming
experience in a Scheme-based
breadth-first curriculum at Wits . . . . 326--326
Lillian N. Cassel and
Edward A. Fox Sharing the wealth: publishing
electronic resources . . . . . . . . . . 327--327
Imtiaz Amzad and
Arturo Jose Ortiz Model based project centered team
learning . . . . . . . . . . . . . . . . 328--328
Tzu-Yi Chen and
Gary Lewandowski and
Robert McCartney and
Kate Sanders and
Beth Simon What do beginning students know, and
what can they do? . . . . . . . . . . . 329--329
Boguslaw Schreyer and
Wojciech Wawrzynski Finite automata models for CS problem
with binary semaphore . . . . . . . . . 330--330
Giovanni M. Bianco and
Ignazio Locatelli PlayToLearn: a game adventure in the
realm of Si Piuh . . . . . . . . . . . . 331--331
Gregory W. Hislop and
Thomas B. Hilburn and
Michael J. Lutz and
Mark J. Sebern Sharing software engineering curriculum
materials . . . . . . . . . . . . . . . 332--332
Monica I. Costa and
Carmem Tavares and
João Barroso and
Salviano Soares Reconstructed high frame rate sequences
quality measurement tool . . . . . . . . 333--333
Gordon Davies and
Lillian N. Cassel and
Heikki Topi Using a computing ontology for
educational purposes . . . . . . . . . . 334--334
Alexander Holt and
Sarah Rauchas and
Ian Sanders Introducing Python into the first year
curriculum at Wits . . . . . . . . . . . 335--335
Roy Pargas A targeted tablet PC software
development course . . . . . . . . . . . 336--336
John English The checkpoint automated assessment
system . . . . . . . . . . . . . . . . . 337--337
Cyril Klimes and
Hashim Habiballa Flexible computer science university
studies . . . . . . . . . . . . . . . . 338--338
Luís Assunção and
António Luís Osório Teaching Web services using .NET
platform . . . . . . . . . . . . . . . . 339--339
Per Arne Godejord Exploring teacher methodology: using the
example of sexual abuse of children as a
way of teaching social informatics . . . 340--340
Jaime Urquiza-Fuentes and
Micael Gallego-Carrillo and
Francisco Gortázar-Bellas and
J. Ángel Velázquez-Iturbide Visualizing the symbol table . . . . . . 341--341
Gregory W. Hislop and
Heidi J. C. Ellis Retention of distance and on-campus
students in a graduate computer science
degree program . . . . . . . . . . . . . 342--342
Roger Boyle and
Joanna Briggs What don't you know? . . . . . . . . . . 343--343
David B. Sher Motivating data structures with caching
Internet stock data . . . . . . . . . . 344--344
Richard W. Nau A random number . . . . . . . . . . . . 345--345
Pete Bibby Getting feedback: no pressure! . . . . . 346--346
Robert R. Snapp Teaching graph algorithms in a corn maze 347--347
Pilu Crescenzi and
Michele Loreti and
Rosario Pugliese Assessing CS1 Java skills: a three-year
experience . . . . . . . . . . . . . . . 348--348
Heidi J. C. Ellis Self-grading: an approach to supporting
self-directed learning . . . . . . . . . 349--349
Donald Joyce Raising awareness about academic
integrity . . . . . . . . . . . . . . . 350--350
John Motil Surprise snippets . . . . . . . . . . . 351--351
Joseph G. Tront and
Vinod Eligeti and
Jane C. Prey WriteOn: a tool for classroom
presentations on tablet PCs . . . . . . 352--352
Roland N. Ibbett and
J. C. Diaz y Carballo and
D. A. W. Dolman Computer architecture simulation models 353--353
Alessio Gaspar and
Clark Godwin and
Joe Stanaback SOFTICE undergraduate operating systems
laboratories . . . . . . . . . . . . . . 354--354
Poul Henriksen Greenfoot demonstration . . . . . . . . 355--355
James H. Cross II and
T. Dean Hendrix jGRASP: a lightweight IDE with dynamic
object viewers for CS1 and CS2 . . . . . 356--356
Michael Bruce-Lockhart and
Theodore S. Norvell Interactive embedded examples: a
demonstration . . . . . . . . . . . . . 357--357
William G. Griswold and
Beth Simon Ubiquitous presenter: fast, scalable
active learning for the whole classroom 358--358
Jon Wise GoJava: a Java development tool for
beginners . . . . . . . . . . . . . . . 359--359
Susan Rodger Learning automata and formal languages
interactively with JFLAP . . . . . . . . 360--360
Jacqueline Baldwin and
Eileen Crupi and
Tabitha Estrellado WeBWorK for programming fundamentals . . 361--361
Vladan Bozic Application of finite state automata to
the bakery algorithm in critical section
modeling . . . . . . . . . . . . . . . . 362--362
Josephine Ekman A Web-based information centre to
provide help, guidance and support for
students . . . . . . . . . . . . . . . . 363--364
Jessica Byrnes and
Thomas Huffner and
Todd McNeal and
Lauren Pisciotta and
Zackary Zweber Technological confidence at an early age 365--365
Tazeen Fatima and
Jonathan Marra and
Ronald Realubit and
Georgiy Schegolev and
Katherine G. Herbert Automated gene processing and exon
sequence retrieval . . . . . . . . . . . 366--366
Zdravko Markov and
Ingrid Russell An introduction to the WEKA data mining
system . . . . . . . . . . . . . . . . . 367--368
Sara Saeed Bilal and
Habib Al Mutawa and
Fatma Hassan Al Amir and
C. Dianne Martin Reflections on being a new female IT
professional in the UAE . . . . . . . . 6--6
Don Gotterbarn E-voting: a failure of professionalism? 7--8
Tony Clear Google\TM --- ``do no evil'': yeah
right! . . . . . . . . . . . . . . . . . 8--10
John T. Gorgone Masters level accreditation for
information systems . . . . . . . . . . 10--11
Raymond Lister One room, four meetings . . . . . . . . 11--13
Henry MacKay Walker Thoughts on student feedback to help
teaching . . . . . . . . . . . . . . . . 13--14
Robert D. Campbell Associate-degree transfer curriculum in
computer engineering . . . . . . . . . . 15--15
Judith Gal-Ezer The Open University of Israel: a
distance education institution . . . . . 16--17
A. Joe Turner What is IFIP? . . . . . . . . . . . . . 17--18
Lisa C. Kaczmarczyk The ubiquity of computing may be
education's biggest challenge . . . . . 18--19
Peter B. Henderson and
Rachelle DeCoste and
Kevin L. Huggins Preparing to teach discrete math for the
first time . . . . . . . . . . . . . . . 20--21
David Ginat Hidden squares . . . . . . . . . . . . . 22--23
Jeffrey J. McConnell Active and cooperative learning: final
tips and tricks (part IV) . . . . . . . 25--28
Jeffrey J. McConnell Active and cooperative learning: final
tips and tricks (part IV) . . . . . . . 25--28
Christa M. Chewar and
Kevin L. Huggins and
Jean R. S. Blair Avoiding the pratfalls of program
assessment . . . . . . . . . . . . . . . 29--33
Gudmund Skovbjerg Frandsen and
Michael I. Schwartzbach A singular choice for multiple choice 34--38
Michal Armoni On the role of proofs in a course on
design and analysis of algorithms . . . 39--42
Jeffrey A. Stone Using a machine language simulator to
teach CS1 concepts . . . . . . . . . . . 43--45
Germán González-Morris Further thoughts on backtracking and
bounding . . . . . . . . . . . . . . . . 46--47
John Buerck and
David Feig Knowledge discovery and dissemination: a
curriculum model for informatics . . . . 48--51
Alireza Ebrahimi and
Christina Schweikert Empirical study of novice programming
with plans and objects . . . . . . . . . 52--54
Mariana Teif and
Orit Hazzan Partonomy and taxonomy in
object-oriented thinking: junior high
school students' perceptions of
object-oriented basic concepts . . . . . 55--60
Torben Lorenzen and
Abdul Sattar Teach graphics using excel in place of a
graphing calculator . . . . . . . . . . 61--63
Henry Neeman and
Lloyd Lee and
Julia Mullen and
Gerard Newman Analogies for teaching parallel
computing to inexperienced programmers 64--67
Abdul Sattar and
Torben Lorenzen Develop a shopping mart Web application 68--70
Emmanuel Udoh Teaching database in an integrated
Oracle environment . . . . . . . . . . . 71--74
Mordechai (Moti) Ben-Ari McKinley's Amazon . . . . . . . . . . . 75--77
K. Becker How much choice is too much? . . . . . . 78--82
Timothy J. Rolfe Classroom exercise demonstrating linked
list operations . . . . . . . . . . . . 83--84
Andrew A. Thompson Approaches to recruiting and retaining
in computer-science based student
organizations . . . . . . . . . . . . . 85--87
Hilary J. Holz and
Anne Gates Applin and
Bruria Haberman and
Donald Joyce and
Helen C. Purchase and
Catherine Reed Research methods in computing: what are
they, and how should we teach them? . . 96--114
Ursula Fuller and
Arnold Pears and
June Amillo and
Chris Avram and
Linda Mannila A computing perspective on the Bologna
Process . . . . . . . . . . . . . . . . 115--131
Vicki L. Almstrum and
Peter B. Henderson and
Valerie J. Harvey and
Cinda Heeren and
William A. Marion and
Charles Riedesel and
Leen-Kiat Soh and
Allison Elliott Tew Concept inventories in computer science
for the topic discrete mathematics . . . 132--145
Raymond Lister and
Anders Berglund and
Tony Clear and
Joe Bergin and
Kathy Garvin-Doxas and
Brian Hanks and
Lewis E. Hitchner and
Andrew Luxton-Reilly and
Kate Sanders and
Carsten Schulte and
Jacqueline L. Whalley Research perspectives on the
objects-early debate . . . . . . . . . . 146--165
Guido Rößling and
Thomas L. Naps and
Mark S. Hall and
Ville Karavirta and
Andreas Kerren and
Charles Leska and
Andrés Moreno and
Rainer Oechsle and
Susan H. Rodger and
Jaime Urquiza-Fuentes and
J. Ángel Velázquez-Iturbide Merging interactive visualizations with
hypertextbooks and course management . . 166--181
Jerry Mead and
Simon Gray and
John Hamer and
Richard James and
Juha Sorva and
Caroline St. Clair and
Lynda Thomas A cognitive approach to identifying
measurable milestones for programming
skill acquisition . . . . . . . . . . . 182--194
Ingrid Russell and
Susan Haller To teach is to touch lives forever . . . 1--1
Owen Astrachan and
Nick Parlante and
Daniel D. Garcia and
Stuart Reges Teaching tips we wish they'd told us
before we started . . . . . . . . . . . 2--3
James H. Cross II and
T. Dean Hendrix and
Jhilmil Jain and
Larry A. Barowski Dynamic object viewers for data
structures . . . . . . . . . . . . . . . 4--8
Bruce Adcock and
Paolo Bucci and
Wayne D. Heym and
Joseph E. Hollingsworth and
Timothy Long and
Bruce W. Weide Which pointer errors do students make? 9--13
Atanas Radenski Digital support for abductive learning
in introductory computing courses . . . 14--18
Lenore Blum and
Thomas J. Cortina CS4HS: an outreach program for high
school CS teachers . . . . . . . . . . . 19--23
Elise H. Turner and
Erik Albert and
Roy M. Turner and
Laurence Latour Retaining majors through the
introductory sequence . . . . . . . . . 24--28
Larisa Eidelman and
Orit Hazzan Eccles' model of achievent-related
choices: the case of computer science
studies in Israeli high schools . . . . 29--33
Steve Engels and
Vivek Lakshmanan and
Michelle Craig Plagiarism detection using feature-based
neural networks . . . . . . . . . . . . 34--38
Amy McGovern and
Jason Fager Creating significant learning
experiences in introductory artificial
intelligence . . . . . . . . . . . . . . 39--43
David M. Hansen and
Joseph Bruce and
David Harrison Give students a clue: a course-project
for undergraduate artificial
intelligence . . . . . . . . . . . . . . 44--48
Mark Burge and
Diana Burley and
Harriet Taylor Funding opportunities in computer
science education at the national
science foundation . . . . . . . . . . . 49--49
Serge Linckels and
Stephan Repp and
Naouel Karam and
Christoph Meinel The virtual tele-tASK professor:
semantic search in recorded lectures . . 50--54
Manas Tungare and
Xiaoyan Yu and
William Cameron and
GuoFang Teng and
Manuel A. Pérez-Quiñones and
Lillian Cassel and
Weiguo Fan and
Edward A. Fox Towards a syllabus repository for
computer science courses . . . . . . . . 55--59
Mohamed Hamada Web-based tools for active learning in
information theory . . . . . . . . . . . 60--64
David Musicant and
Amruth Kumar and
Doug Baldwin and
Ellen Walker Mechanics of undergraduate research at
liberal arts colleges: lessons learned 65--66
Elliot Koffman and
Heidi Ellis and
Charles Kelemen and
Curt White and
Steven Wolfman New paradigms for introductory computing
courses . . . . . . . . . . . . . . . . 67--68
Richard Anderson and
Ruth Anderson and
K. M. Davis and
Natalie Linnell and
Craig Prince and
Valentin Razmov Supporting active learning and example
based instruction with classroom
technology . . . . . . . . . . . . . . . 69--73
Jaspal Subhlok and
Olin Johnson and
Venkat Subramaniam and
Ricardo Vilalta and
Chang Yun Tablet PC video based hybrid coursework
in computer science: report from a pilot
project . . . . . . . . . . . . . . . . 74--78
Tilman Wolf Assessing the impact of inking
technology in a large digital design
course . . . . . . . . . . . . . . . . . 79--83
Shmuel Fink and
Gerald Kruse and
Keith Olson Status report on the SIGCSE committee on
models for evaluating faculty
scholarship . . . . . . . . . . . . . . 84--85
Curtis Clifton and
Lisa C. Kaczmarczyk and
Michael Mrozek Subverting the fundamentals sequence:
using version control to enhance course
management . . . . . . . . . . . . . . . 86--90
Matt Bower Groupwork activities in synchronous
online classroom spaces . . . . . . . . 91--95
Douglas D. Dankel II and
Jonathan Ohlrich Students teaching students:
incorporating presentations into a
course . . . . . . . . . . . . . . . . . 96--99
Kirby McMaster and
Nicole Anderson and
Brian Rague Discrete math with programming: better
together . . . . . . . . . . . . . . . . 100--104
Ruedi Arnold and
Marc Langheinrich and
Werner Hartmann InfoTraffic: teaching important concepts
of computer science and math through
real-world examples . . . . . . . . . . 105--109
Scott D. Anderson A course on simulation, probability and
statistics . . . . . . . . . . . . . . . 110--114
Scott Leutenegger and
Jeffrey Edgington A games first approach to teaching
introductory programming . . . . . . . . 115--118
Cristina Nita-Rotaru and
Melissa Dark and
Voicu Popescu A multi-expertise application-driven
class . . . . . . . . . . . . . . . . . 119--123
Joan Peckham and
Peter Stephenson and
Jean-Yves Hervé and
Ron Hutt and
Miguel Encarnação Increasing student retention in computer
science through research programs for
undergraduates . . . . . . . . . . . . . 124--128
Dick Gayler and
David Klappholz and
Valerie J. Harvey and
Manuel A. Pérez-Quiñones UML tools: what is their role in
undergraduate computer science courses? 129--130
Bill Marion and
John Impagliazzo and
Caroline St. Clair and
Barry Soroka and
Deborah Whitfield Assessing computer science programs:
what have we learned . . . . . . . . . . 131--132
Lillian N. Cassel and
Andrew McGettrick and
Gordon Davies and
Heikki Topi and
Bob Sloan An initiative to attract students to
computing . . . . . . . . . . . . . . . 133--134
Robert E. Noonan and
John R. Hott A course in software development . . . . 135--139
Dave Feinberg A visual object-oriented programming
environment . . . . . . . . . . . . . . 140--144
Sara Stoecklin and
Suzanne Smith and
Catharina Serino Teaching students to build well formed
object-oriented methods through
refactoring . . . . . . . . . . . . . . 145--149
Clifford A. Shaffer and
Matthew Cooper and
Stephen H. Edwards Algorithm visualization: a report on the
state of the field . . . . . . . . . . . 150--154
Erik Carson and
Ian Parberry and
Bradley Jensen Algorithm explorer: visualizing
algorithms in a $3$D multimedia
environment . . . . . . . . . . . . . . 155--159
Wolfgang Hürst and
Tobias Lauer and
Eveline Nold A study of algorithm animations on
mobile devices . . . . . . . . . . . . . 160--164
Daniel E. Stevenson and
James D. Schwarzmeier Building an autonomous vehicle by
integrating Lego Mindstorms and a Web
cam . . . . . . . . . . . . . . . . . . 165--169
Michael J. Jipping and
Cameron Calka and
Brian O'Neill and
Christopher R. Padilla Teaching students Java bytecode using
Lego Mindstorms robots . . . . . . . . . 170--174
Frank Klassner and
Christopher Continanza Mindstorms without robotics: an
alternative to simulations in systems
courses . . . . . . . . . . . . . . . . 175--179
Eliseo Reategui and
Elisa Boff and
John A. Campbell Using virtual characters in personalized
recommendations . . . . . . . . . . . . 180--184
Jessen T. Havill and
Lewis D. Ludwig Technically speaking: fostering the
communication skills of computer science
and mathematics students . . . . . . . . 185--189
Michelle Craig Facilitated student discussions for
evaluating teaching . . . . . . . . . . 190--194
Peter B. Henderson and
Thomas J. Cortina and
Jeannette M. Wing Computational thinking . . . . . . . . . 195--196
Grady Booch Readn', writ'n, 'rithmetic\ldotsand
code'n . . . . . . . . . . . . . . . . . 197--197
Kung-Kiu Lau Active learning sheets for a beginner's
course on reasoning about imperative
programs . . . . . . . . . . . . . . . . 198--202
Donald Chinn and
Kristofer Martin and
Catherine Spencer Treisman workshops and student
performance in CS . . . . . . . . . . . 203--207
Dino Schweitzer and
Wayne Brown Interactive visualization for the active
learning classroom . . . . . . . . . . . 208--212
Kris Powers and
Stacey Ecott and
Leanne M. Hirshfield Through the looking glass: teaching CS0
with Alice . . . . . . . . . . . . . . . 213--217
Thomas J. Cortina An introduction to computer science for
non-majors using principles of
computation . . . . . . . . . . . . . . 218--222
David J. Malan and
Henry H. Leitner Scratch for budding computer scientists 223--227
Carl Alphonce and
Michael Caspersen and
Adrienne Decker Killer ``killer examples'' for design
patterns . . . . . . . . . . . . . . . . 228--232
Paul V. Gestwicki Computer games as motivation for design
patterns . . . . . . . . . . . . . . . . 233--237
Andy Carle and
Michael Clancy and
John Canny Working with pedagogical patterns in
PACT: initial applications and
observations . . . . . . . . . . . . . . 238--242
Robert B. Allen and
David Klappholz and
Michael R. Wick and
Carol Zander Programming-lite: a dialog on educating
computer science practitioners in a
``flat world'' . . . . . . . . . . . . . 243--244
Jeffrey Forbes and
Daniel D. Garcia ``\ldotsBut what do the top-rated
schools do?'': a survey of introductory
computer science curricula . . . . . . . 245--246
Paula Gabbert and
Barbara Boucher Owens and
Bettina Bair and
Chris Stephenson and
Joanne McGrath Cohoon and
Gloria Childress Townsend ACM-W's new programs for recruiting and
retaining women in computing . . . . . . 247--248
Kelvin Sung and
Peter Shirley and
Becky Reed Rosenberg Experiencing aspects of games
programming in an introductory computer
graphics class . . . . . . . . . . . . . 249--253
Mike Bailey and
Steve Cunningham A hands-on environment for teaching GPU
programming . . . . . . . . . . . . . . 254--258
Jerry O. Talton and
Darren Fitzpatrick Teaching graphics with the openGL
shading language . . . . . . . . . . . . 259--263
Joe Bergin and
Mike Clancy and
Don Slater and
Michael Goldweber and
David B. Levine Day one of the objects-first first
course: what to do . . . . . . . . . . . 264--265
Tamara Denning and
Michael Kelly and
David Lindquist and
Roshni Malani and
William G. Griswold and
Beth Simon Lightweight preliminary peer review:
does in-class peer review make sense? 266--270
Stuart Hansen and
Erica Eddy Engagement and frustration in
programming projects . . . . . . . . . . 271--275
Tzu-Yi Chen and
Gary Lewandowski and
Robert McCartney and
Kate Sanders and
Beth Simon Commonsense computing: using student
sorting abilities to improve instruction 276--280
Gayle Yaverbaum and
Doris Lidtke and
Han Reichgelt and
Stu Zweben Outcomes-based computing accreditation:
program assessment . . . . . . . . . . . 281--282
Brian G. VanBuren and
Muhammad Shaaban MicroTiger: a graphical microcode
simulator with a reconfigurable datapath 283--287
J. Stanley Warford and
Ryan Okelberry Pep8CPU: a programmable simulator for a
central processing unit . . . . . . . . 288--292
William Birmingham and
Leah Acker Software-defined radio for undergraduate
projects . . . . . . . . . . . . . . . . 293--297
Barbara Ericson and
Mark Guzdial and
Maureen Biggers Improving secondary CS education:
progress and problems . . . . . . . . . 298--301
Daniel Frost Fourth grade computer science . . . . . 302--306
Joel C. Adams Alice, middle schoolers & the imaginary
worlds camps . . . . . . . . . . . . . . 307--311
Robert Kessler and
Nathan Dykman Integrating traditional and agile
processes in the classroom . . . . . . . 312--316
Karen L. Reid and
Gregory V. Wilson DrProject: a software project management
portal to meet educational needs . . . . 317--321
Ursula Wolz and
Sarah Monisha Pulimood An integrated approach to project
management through classic CS III and
video game development . . . . . . . . . 322--326
Hilary Holz and
Anne Applin and
William Joel Status report of the SIGCSE committee on
teaching computer science research
methods . . . . . . . . . . . . . . . . 327--328
Lillian (Boots) Cassel and
Andrew McGettrick and
Mark Guzdial and
Eric Roberts The current crisis in computing: what
are the real issues? . . . . . . . . . . 329--330
Gloria Childress Townsend and
Suzanne Menzel and
Katie A. Siek Leveling the CS1 playing field . . . . . 331--335
Thomas P. Murtagh Weaving CS into CS1: a doubly
depth-first approach . . . . . . . . . . 336--340
Kristy Elizabeth Boyer and
Rachael S. Dwight and
Carolyn S. Miller and
C. Dianne Raubenheimer and
Matthias F. Stallmann and
Mladen A. Vouk A case for smaller class size with
integrated lab for introductory computer
science . . . . . . . . . . . . . . . . 341--345
Jonas Boustedt and
Robert McCartney and
Josh Tenenberg and
Titus Winters and
Stephen Edwards and
Briana B. Morrison and
David R. Musicant and
Ian Utting and
Carol Zander It seemed like a good idea at the time 346--347
Russel Bruhn and
Steven F. Jennings A multidisciplinary bioinformatics minor 348--352
Pamela Cutter Having a BLAST: a bioinformatics project
in CS2 . . . . . . . . . . . . . . . . . 353--357
Jon Beck and
Brent Buckner and
Olga Nikolova Using interdisciplinary bioinformatics
undergraduate research to recruit and
retain computer science students . . . . 358--361
Paolo A. G. Sivilotti and
Scott M. Pike The suitability of kinesthetic learning
activities for teaching distributed
algorithms . . . . . . . . . . . . . . . 362--366
Darren Lim Taking students out for a ride: using a
board game to teach graph theory . . . . 367--371
Janet Davis and
Samuel A. Rebelsky Food-first computer science: starting
the first course right with PB&J . . . . 372--376
Anita Verno and
Steve Cooper and
Thomas J. Cortina and
Barb Ericson and
Bill Madden Developing resources to support a
national computer science curriculum for
K-12 . . . . . . . . . . . . . . . . . . 377--378
Jorge Barbosa and
Rodrigo Hahn and
Débora N. F. Barbosa and
Cláudio F. R. Geyer Mobile and ubiquitous computing in an
innovative undergraduate course . . . . 379--383
David Lindquist and
Tamara Denning and
Michael Kelly and
Roshni Malani and
William G. Griswold and
Beth Simon Exploring the potential of mobile phones
for active learning in the classroom . . 384--388
David J. Malan Podcasting computer science E-1 . . . . 389--393
James Caristi and
Stephen Cooper and
Judy Mullins Alice Frenzy: an interactive group
activity . . . . . . . . . . . . . . . . 394--394
James P. Cohoon An introductory course format for
promoting diversity and retention . . . 395--399
Jon Beck Forming a women's computer science
support group . . . . . . . . . . . . . 400--404
Mark E. Hoffman and
David R. Vance Gender difference trends in computer
literacy of first-year students . . . . 405--409
Elinor M. Madigan and
Marianne Goodfellow and
Jeffrey A. Stone Gender, perceptions, and reality:
technological literacy among first-year
students . . . . . . . . . . . . . . . . 410--414
Timothy Davis and
Robert Geist and
Sarah Matzko and
James Westall $ \tau \epsilon \chi \nu \eta $: trial
phase for the new curriculum . . . . . . 415--419
Merrick Furst and
Charles Isbell and
Mark Guzdial ThreadsTM: how to restructure a computer
science curriculum for a flat world . . 420--424
Mingrui Zhang and
Eugene Lundak and
Chi-Cheng Lin and
Tim Gegg-Harrison and
Joan Francioni Interdisciplinary application tracks in
an undergraduate computer science
curriculum . . . . . . . . . . . . . . . 425--429
Dana Wortman and
Penny Rheingans Visualizing trends in student
performance across computer science
courses . . . . . . . . . . . . . . . . 430--434
Martin Ruckert Teaching compiler construction and
language design: making the case for
unusual compiler projects with
PostScript as the target language . . . 435--439
Li Xu RobotStudio: a modern IDE-based approach
to reality computing . . . . . . . . . . 440--444
Christopher W. Brown and
Eric A. Hardisty RegeXeX: an interactive system providing
regular expression exercises . . . . . . 445--449
Scott Sigman Engaging students in formal language
theory and theory of computation . . . . 450--453
Michela Pedroni and
Till Bay and
Manuel Oriol and
Andreas Pedroni Open source projects in programming
courses . . . . . . . . . . . . . . . . 454--458
Lucas Layman and
Laurie Williams and
Kelli Slaten Note to self: make assignments
meaningful . . . . . . . . . . . . . . . 459--463
Barry L. Kurtz and
James B. Fenwick, Jr. and
Christopher C. Ellsworth and
Xiaohong Yuan and
Adam Steele and
Xiaoping Jia Inter-university software engineering
using Web services . . . . . . . . . . . 464--468
J. D. Chase and
Ed Oakes and
Sean Ramsey Using live projects without pain: the
development of the small project support
center at Radford University . . . . . . 469--473
Linda B. Sherrell and
Chang Liu and
William M. Pottenger and
Paul Gross NSF-DGE GK-12 teaching fellowships:
changing student perceptions about
computer science . . . . . . . . . . . . 474--475
Susan J. Lincke Network security auditing as a
community-based learning project . . . . 476--480
Ken Wong and
Tilman Wolf and
Sergey Gorinsky and
Jonathan Turner Teaching experiences with a virtual
network laboratory . . . . . . . . . . . 481--485
Wenliang Du and
Zhouxuan Teng and
Ronghua Wang SEED: a suite of instructional
laboratories for computer SEcurity
EDucation . . . . . . . . . . . . . . . 486--490
Lisa Lancor and
Robert Workman Using Google hacking to enhance defense
strategies . . . . . . . . . . . . . . . 491--495
Bary Burd and
John Goulden and
Brian Ladd and
Michael Rogers and
Kris Stewart Computer games in the classroom, or, how
to get perfect attendance, even at 8 AM 496--496
Nick Parlante and
John Cigas and
Angela B. Shiflet and
Raja Sooriamurthi and
Mike Clancy and
Bob Noonan and
David Reed Nifty assignments . . . . . . . . . . . 497--498
Linxiao Ma and
John Ferguson and
Marc Roper and
Murray Wood Investigating the viability of mental
models held by novice programmers . . . 499--503
Jonas Boustedt and
Anna Eckerdal and
Robert McCartney and
Jan Erik Moström and
Mark Ratcliffe and
Kate Sanders and
Carol Zander Threshold concepts in computer science:
do they exist and are they useful? . . . 504--508
Michael R. Wick Bridging the conceptual gap: assessing
the impact on student attitudes toward
programming . . . . . . . . . . . . . . 509--513
Josh Tenenberg and
Sally Fincher Opening the door of the computer science
classroom: the disciplinary commons . . 514--518
Lillian N. Cassel and
Robert H. Sloan and
Gordon Davies and
Heikki Topi and
Andrew McGettrick The computing ontology project: the
computing education application . . . . 519--520
Eric Roberts Resurrecting the applet paradigm . . . . 521--525
Thomas P. Murtagh Squint: barely visible library support
for CS1 . . . . . . . . . . . . . . . . 526--530
Michael Woodley and
Samuel N. Kamin Programming studio: a course for
improving programming skills in
undergraduates . . . . . . . . . . . . . 531--535
Steven Robbins A Java execution simulator . . . . . . . 536--540
Brian J. Rosmaita Making service learning accessible to
computer scientists . . . . . . . . . . 541--545
J. McGrath Cohoon Gendered experiences of computing
graduate programs . . . . . . . . . . . 546--550
Heidi J. C. Ellis and
Ralph A. Morelli and
Trishan R. de Lanerolle and
Jonathan Damon and
Jonathan Raye Can humanitarian open-source software
development draw new students to CS? . . 551--555
Tarsem S. Purewal, Jr. and
Chris Bennett and
Frederick Maier Embracing the social relevance:
computing, ethics and the community . . 556--560
Edward Sciore SimpleDB: a simple Java-based multiuser
syst for teaching database internals . . 561--565
Haifeng Liu and
Xianglan Chen and
Yuchang Gong BabyOS: a fresh start . . . . . . . . . 566--570
Chuck Pheatt An easy to use distributed computing
framework . . . . . . . . . . . . . . . 571--575
Charles Border The development and deployment of a
multi-user, remote access virtualization
system for networking, security, and
system administration classes . . . . . 576--580
Jonathan Schaeffer The games computers play\ldots:
perfectly . . . . . . . . . . . . . . . 581--581
C. Dianne Martin Leadership, teamwork, and ethics in the
development of IT professionals . . . . 8--9
Tony Clear Computing relationships: transactional
algorithms yield to social networks . . 9--10
Heikki Topi Revising the IS undergraduate model
curriculum . . . . . . . . . . . . . . . 10--11
Raymond Lister Strangers, enemies, terms and taxonomies 12--13
Henry MacKay Walker Reading and class work . . . . . . . . . 13--14
Robert D. Campbell Reflections on a history . . . . . . . . 15--15
Yoram Eshet Teaching online: survival skills for the
effective teacher . . . . . . . . . . . 16--18
A. Joe Turner IFIP educational activities . . . . . . 18--19
Owen L. Astrachan Cutting apron strings . . . . . . . . . 19--20
Lisa C. Kaczmarczyk We can do interdisciplinarity . . . . . 20--21
Jeffrey L. Popyack New alliances and continuing excellence 21--23
Peter B. Henderson Reflections on teaching discrete math
for the first time . . . . . . . . . . . 24--24
David Ginat Domino arrangements . . . . . . . . . . 24--25
Nick Parlante Nifty reflections . . . . . . . . . . . 25--26
Kevin L. Huggins and
Rachelle DeCoste Reflections on teaching discrete math
for the first time . . . . . . . . . . . 28--31
Jens Bennedsen and
Michael E. Caspersen Failure rates in introductory
programming . . . . . . . . . . . . . . 32--36
Clayton Lewis Attitudes and beliefs about computer
science among students and faculty . . . 37--41
Jeffrey A. Stone and
Elinor M. Madigan Integrating reflective writing in CS/IS 42--45
Justin Solomon Putting the science into computer
science: treating introductory computer
science as the study of algorithms . . . 46--49
Mario Piattini and
Félix García Adapting the course ``quality of
information systems'' to E.H.E.A.
guidelines . . . . . . . . . . . . . . . 50--53
Carol Edmondson How to fail a programming assignment . . 54--56
V. Javier Traver Can user-centered interface design be
applied to education? . . . . . . . . . 57--61
Christina Preston Braided learning: investigating an
emerging model of online professional
debate between international educators 62--64
Yuila Stolin and
Orit Hazzan Students' understanding of computer
science soft ideas: the case of
programming paradigm . . . . . . . . . . 65--69
John David N. Dionisio and
Caskey L. Dickson and
Stephanie E. August and
Philip M. Dorin and
Ray Toal An open source software culture in the
undergraduate computer science
curriculum . . . . . . . . . . . . . . . 70--74
Ali Rafieymehr and
Richard McKeever Java visual debugger . . . . . . . . . . 75--79
Abdul Sattar and
Torben Lorenzen Develop a compiler in Java for a
compiler design course . . . . . . . . . 80--82
Philip M. Dorin Laboratory redux . . . . . . . . . . . . 84--87
Nurul I. Sarkar and
Trevor M. Craig A low-cost PIC unit for teaching
computer hardware fundamentals to
undergraduates . . . . . . . . . . . . . 88--91
Laurent Dairaine and
Guillaume Jourjon and
Emmanuel Lochin and
Sebastien Ardon IREEL: remote experimentation with real
protocols and applications over an
emulated network . . . . . . . . . . . . 92--96
Wadee S. Alhalabi and
Miroslav Kubat and
Moiez A. Tapia Search engine ranking efficiency
evaluation tool . . . . . . . . . . . . 97--101
Gavriel Yarmish and
Danny Kopec Revisiting novice programmer errors . . 131--137
Roberto Jimeno and
M. S. Jorge and
L. Ortega-Arjona Curb your objects!: an orthodox form for
C# classes . . . . . . . . . . . . . . . 138--141
Gennady Lomako Learning computer programming and role
of errors in design . . . . . . . . . . 142--145
Danny Kopec and
Gavriel Yarmish and
Patrick Cheung A description and study of intermediate
student programmer errors . . . . . . . 146--156
Michael Anshel and
Sarah Levitan Reducing medical errors using secure
RFID technology . . . . . . . . . . . . 157--159
Mohamed K. Saad and
Syed V. Ahamed Vulnerabilities of RFID systems in
infant abduction protection and patient
wander prevention . . . . . . . . . . . 160--165
D. Sturm and
R. S. Beiss A root cause analysis interface for
error reporting . . . . . . . . . . . . 166--170
Alireza Ebrahimi and
Christina Schweikert and
S. Sayeed and
S. Parham and
H. Akibu and
A. Saeed and
W. Parris Website error analysis of colleges and
universities on Long Island in New York 171--176
D. A. Quarless Redundant features of design in
blackboard (LMS) and user error . . . . 177--179
Danny Kopec and
Suzanne Tamang Failures in complex systems: case
studies, causes, and possible remedies 180--184
Margot Small Design error and reusability . . . . . . 185--187
Paul Curzon Serious fun in computer science . . . . 1--1
Chris van der Kuyl Where have all the computer scientists
gone? . . . . . . . . . . . . . . . . . 2--2
Vicki L. Hanson Inclusive thinking in computer science
education . . . . . . . . . . . . . . . 3--3
Peggy Doerschuk and
Jiangjiang Liu and
Judith Mann Pilot summer camps in computing for
middle school girls: from organization
through assessment . . . . . . . . . . . 4--8
Joan Peckham and
Lisa L. Harlow and
David A. Stuart and
Barbara Silver and
Helen Mederer and
Peter D. Stephenson Broadening participation in computing:
issues and challenges . . . . . . . . . 9--13
Kelly R. Cannon and
Katherine A. Panciera and
Nikolaos P. Papanikolopoulos Second annual robotics summer camp for
underrepresented students . . . . . . . 14--18
Michael H. Goldwasser and
David Letscher Introducing network programming into a
CS1 course . . . . . . . . . . . . . . . 19--22
Zachary Dodds and
Christine Alvarado and
Geoff Kuenning and
Ran Libeskind-Hadas Breadth-first CS 1 for scientists . . . 23--27
Leah Buechley and
Mike Eisenberg and
Nwanua Elumeze Towards a curriculum for electronic
textiles in the high school classroom 28--32
James Miller and
Michael Smith A TDD approach to introducing students
to embedded programming . . . . . . . . 33--37
Robert J. Sheehan Teaching operating systems with Ruby . . 38--42
Rainer Oechsle and
Kay Barzen Checking automatically the output of
concurrent threads . . . . . . . . . . . 43--47
Matthias F. Stallmann and
Suzanne P. Balik and
Robert D. Rodman and
Sina Bahram and
Michael C. Grace and
Susan D. High ProofChecker: an accessible environment
for automata theory correctness proofs 48--52
Laura Korte and
Stuart Anderson and
Helen Pain and
Judith Good Learning by game-building: a novel
approach to theoretical computer science
education . . . . . . . . . . . . . . . 53--57
Susan H. Rodger and
Jinghui Lim and
Stephen Reading Increasing interaction and support in
the formal languages and automata theory
course . . . . . . . . . . . . . . . . . 58--62
Michael T. Helmick Interface-based programming assignments
and automatic grading of Java programs 63--67
Pete G. Thomas and
Neil Smith and
Kevin G. Waugh Computer assisted assessment of diagrams 68--72
Jeong-Hoon Ji and
Gyun Woo and
Hwan-Gue Cho A source code linearization technique
for detecting plagiarized programs . . . 73--77
Helen Armstrong and
Iain Murray Remote and local delivery of Cisco
education for the vision-impaired . . . 78--81
André Pimenta Freire and
Renata Pontin de Mattos Fortes and
Debora Maria Barroso Paiva and
Marcelo Augusto Santos Turine Using screen readers to reinforce Web
accessibility education . . . . . . . . 82--86
Matt Calder and
Robert F. Cohen and
Jessica Lanzoni and
Neal Landry and
Joelle Skaff Teaching data structures to students who
are blind . . . . . . . . . . . . . . . 87--90
Anton Alstes and
Janne Lindqvist VERKKOKE: learning routing and network
programming online . . . . . . . . . . . 91--95
Iain Oliver and
Kristoffer Getchell and
Alan Miller and
Colin Allison Using disruptive technology for
explorative learning . . . . . . . . . . 96--100
Christian Brown and
Chris McDonald Visualizing Berkeley socket calls in
students' programs . . . . . . . . . . . 101--105
Blaise W. Liffick and
Gary Zoppetti You can take it with you: profile
transportability . . . . . . . . . . . . 106--110
Stéphane Norte and
Fernando Graça Lobo A virtual logo keyboard for people with
motor disabilities . . . . . . . . . . . 111--115
Joseph Distasio and
Thomas Way Inclusive computer science education
using a ready-made computer game
framework . . . . . . . . . . . . . . . 116--120
Tiffany Barnes and
Heather Richter and
Eve Powell and
Amanda Chaffin and
Alex Godwin Game2Learn: building CS1 learning games
for retention . . . . . . . . . . . . . 121--125
Alan L. Tharp Innovating: the importance of right
brain skills for computer science
graduates . . . . . . . . . . . . . . . 126--130
Michela Pedroni and
Manuel Oriol and
Bertrand Meyer A framework for describing and comparing
courses and curricula . . . . . . . . . 131--135
Pantelis M. Papadopoulos and
Stavros N. Demetriadis and
Ioannis G. Stamelos Case-based instruction on the Web for
teaching software project management . . 136--140
Matt Bower Independent, synchronous and
asynchronous an analysis of approaches
to online concept formation . . . . . . 141--145
Michael T. Helmick Integrated online courseware for
computer science courses . . . . . . . . 146--150
Orna Muller and
David Ginat and
Bruria Haberman Pattern-oriented instruction and its
influence on problem decomposition and
solution construction . . . . . . . . . 151--155
Robert McCartney and
Anna Eckerdal and
Jan Erik Mostrom and
Kate Sanders and
Carol Zander Successful students' strategies for
getting unstuck . . . . . . . . . . . . 156--160
David Ginat Hasty design, futile patching and the
elaboration of rigor . . . . . . . . . . 161--165
Kate Sanders and
Lynda Thomas Checklists for grading object-oriented
CS1 programs: concepts and
misconceptions . . . . . . . . . . . . . 166--170
Tamar Vilner and
Ela Zur and
Judith Gal-Ezer Fundamental concepts of CS1: procedural
vs. object oriented paradigm --- a case
study . . . . . . . . . . . . . . . . . 171--175
Guy Tremblay and
Bruno Malenfant and
Aziz Salah and
Pablo Zentilli Introducing students to professional
software construction: a ``software
construction and maintenance'' course
and its maintenance corpus . . . . . . . 176--180
William L. Honig and
Tejasvini Prasad A classroom outsourcing experience for
software engineering learning . . . . . 181--185
Mingrui Zhang and
Chi-Cheng Lin and
Gayle Olsen and
Barbara Beck A bioinformatics track with outreach
components . . . . . . . . . . . . . . . 186--190
Desmond Wesley Govender and
Manoj Maharaj Challenges with respect to the
e-readiness of secondary school teachers
in KwaZulu--Natal, South Africa . . . . 191--195
Quintin I. Cutts and
Margaret I. Brown and
Lynsey Kemp and
Calum Matheson Enthusing and informing potential
computer science students and their
teachers . . . . . . . . . . . . . . . . 196--200
Vashti C. Galpin and
Ian D. Sanders and
Pei-yu Chen Learning styles and personality types of
computer science students at a South
African university . . . . . . . . . . . 201--205
Michael E. Caspersen and
Kasper Dalgaard Larsen and
Jens Bennedsen Mental models and programming aptitude 206--210
Carole A. Bagley and
C. Candace Chou Collaboration and the importance for
novices in learning Java computer
programming . . . . . . . . . . . . . . 211--215
Mary Anne L. Egan Teaching a ``women in computer science''
course . . . . . . . . . . . . . . . . . 216--220
Catherine Lang and
Judy McKay and
Sue Lewis Seven factors that influence ICT student
achievement . . . . . . . . . . . . . . 221--225
M. M. Voyles and
S. M. Haller and
T. V. Fossum Teacher responses to student gender
differences . . . . . . . . . . . . . . 226--230
Sue Jane Jones and
Gary E. Burnett Spatial skills and navigation of source
code . . . . . . . . . . . . . . . . . . 231--235
Vesa Vainio and
Jorma Sajaniemi Factors in novice programmers' poor
tracing skills . . . . . . . . . . . . . 236--240
Donald Chinn and
Catherine Spencer and
Kristofer Martin Problem solving and student performance
in data structures and algorithms . . . 241--245
Ronit Ben-Bassat Levy and
Mordechai Ben-Ari We work so hard and they don't use it:
acceptance of software tools by teachers 246--250
Niko Myller and
Mikko Laakso and
Ari Korhonen Analyzing engagement taxonomy in
collaborative algorithm visualization 251--255
Essi Lahtinen and
Hannu-Matti Järvinen and
Suvi Melakoski-Vistbacka Targeting program visualizations . . . . 256--260
Richard Kheir and
Thomas Way Inclusion of deaf students in computer
science classes using real-time speech
transcription . . . . . . . . . . . . . 261--265
Katherine Deibel Studying our inclusive practices: course
experiences of students with
disabilities . . . . . . . . . . . . . . 266--270
F. Javier Bueno and
J. Raul Fernández del Castillo and
Soledad Garcia and
Reca Borrego E-learning content adaptation for deaf
students . . . . . . . . . . . . . . . . 271--275
Surendar Chandra Lecture video capture for the masses . . 276--280
Henning Bär and
Gina Häussge and
Guido Rößling An integrated system for interaction
support in lectures . . . . . . . . . . 281--285
Christopher James Martin Scribbles: an exploratory study of
sketch based support for early
collaborative object oriented design. 286--290
Robert Adelmann and
Tobias Bischoff and
Tobias Lauer IDEA: a framework for the fast creation
of interactive animations by pen
sketching . . . . . . . . . . . . . . . 291--295
Pilu Crescenzi and
Carlo Nocentini Fully integrating algorithm
visualization into a CS2 course.: a
two-year experience . . . . . . . . . . 296--300
Ali S. Erkan and
T. J. VanSlyke and
Timothy M. Scaffidi Data structure visualization with \LaTeX
and Prefuse . . . . . . . . . . . . . . 301--305
Murray Rowan and
Tim Hawkins and
Andy Cobley Yahoo University hackday . . . . . . . . 306--306
David Sloan and
Barbara Nelson and
Martin Sloan How should inclusivity influence
teaching of ICT design? . . . . . . . . 307--308
Elizabeth K. Hawthorne and
Robert D. Campbell and
Karl J. Klee Curricular resources from the ACM
Two-Year College Education Committee . . 309--309
Steve Cunningham A computer graphics curriculum to meet
the European Bologna requirements . . . 310--310
Chrisina Draganova and
Vassil Vassilev Teaching AJAX in Web-centric courses . . 311--311
Tracy L. Lewis Are pictures worth 1000 words? the use
of affective imagery surveys to capture
student perceptions of the computing
discipline . . . . . . . . . . . . . . . 312--312
Guy Tremblay and
Louise Laforest and
Aziz Salah Extending a marking tool with simple
support for testing . . . . . . . . . . 313--313
John F. Dooley Experiences with CC2001 at a small
college . . . . . . . . . . . . . . . . 314--314
Adrian Albin-Clark MaBL: a tool for mapping pseudocode to
multiple implementation languages . . . 315--315
Seung-won Hwang Teaching operating systems with Windows:
experiences and contributions . . . . . 316--316
Ian Douglas Sanders and
Vashti C. Galpin Students' mental models of recursion at
Wits . . . . . . . . . . . . . . . . . . 317--317
Tami Lapidot and
Dan Aharoni The Israeli summer seminars for CS
leading teachers . . . . . . . . . . . . 318--318
T. Cassen and
K. R. Subramanian and
Jeffrey Alexander and
Drew Linderman and
A. Nasipuri A visual learning engine for interactive
generation of instructional materials 319--319
Shermane A. Austin and
Leon P. Johnson and
John M. Flowers Stimulating minority student retention
with BalloonSAT projects . . . . . . . . 320--320
Lourdes Moreno and
Paloma Martínez and
Belén Ruíz and
Ana Iglesias Accessible interface for multimedia
presentation in inclusive education . . 321--321
Ahmad Ghafarian Ideas for projects in undergraduate
information assurance and security
courses . . . . . . . . . . . . . . . . 322--322
Tamar Benaya and
Ela Zur Understanding threads in an advanced
Java course . . . . . . . . . . . . . . 323--323
Alan Hayes and
Pete Thomas and
Neil Smith and
Kevin Waugh An investigation into the automated
assessment of the design-code interface 324--324
Vladimír Burea and
Pavel Cech Complexity of ambient intelligence in
managerial work . . . . . . . . . . . . 325--325
Irene Govender Understanding students' performance in
programming assessment questions . . . . 326--326
Tami Lapidot Supporting the growth of CS leading
teachers . . . . . . . . . . . . . . . . 327--327
Barbara Boucher Owens and
Vicki L. Almstrum and
Lecia J. Barker The computing educators oral history
project: planning for the future . . . . 328--328
Martin Leidl and
Guido Rößling How will future learning work in the
third dimension? . . . . . . . . . . . . 329--329
H. Whaley and
S. Grice Do students know best?: experiences of
allowing students to become course
designers . . . . . . . . . . . . . . . 330--330
Barak Raveh and
Bruria Haberman and
Cecile Yehezkel Transforming a high school student
project in computer science into a
significant scientific achievement . . . 331--331
Maths Halstensen and
Frode Haug Highly interactive online study skills
course: ``unstuck'' . . . . . . . . . . 332--332
Erik Larsson and
Medhi Amirijoo and
Daniel Karlsson and
Petru Eles What impacts course evaluation? . . . . 333--333
Andrea Gorra and
Sanela Lazarevski and
Jackie Campbell An account of the use of synoptic
assessment for students in the area of
databases at level 2 . . . . . . . . . . 334--334
F. Javier Bueno and
M. Goretti Alonso and
J. Raul Fernandez del Castillo Assisting lecturers to adapt e-learning
content for deaf students . . . . . . . 335--335
Anne Dickinson 'But I don't read text printed in
Braille font'\ldots: parables from a
business and information technology
student . . . . . . . . . . . . . . . . 336--336
M. Gloria Sánchez-Torrubia and
Carmen Torres-Blanc and
Juan Castellanos New interactive tools for graph
algorithms active learning . . . . . . . 337--337
Rudolf Pecinovsky and
Jarmila Pavlickova Order of explanation should be
interface: abstract classes ---
overriding . . . . . . . . . . . . . . . 338--338
Anne Dickinson 'Touching the void'\ldots: narrowing the
crevasse between the tactile diagrams
that tutors request and those that work
in reality . . . . . . . . . . . . . . . 339--339
Lee D. Cornell CS2 for an IS curriculum . . . . . . . . 340--340
Diana Cukierman and
Donna McGee Thompson Learning strategies sessions within the
classroom in computing science
university courses . . . . . . . . . . . 341--341
Shaun K. Kane Engaging student programmers as
inclusive designers . . . . . . . . . . 342--342
Jonathan Byrd and
Monty Carter and
David Cook and
Philip Kirkham and
Martha J. Kosa Solving recurring student problems with
recurrences . . . . . . . . . . . . . . 343--343
John Impagliazzo Using an outcome-based approach to
assess computing programs . . . . . . . 344--344
Stelios Xinogalos and
Maya Satratzemi and
Vassilios Dagdilelis Teaching Java with BlueJ: a two-year
experience . . . . . . . . . . . . . . . 345--345
Miroslav S. Skoric Summer schools on the amateur radio
computing . . . . . . . . . . . . . . . 346--346
Jonathan D. Marra and
Katherine G. Herbert and
Jason T. L. Wang A study of phylogenetic tools for
genomic nomenclature data cleaning . . . 347--347
Jason S. Caronna and
Rojita Sharma and
Jonathan D. Marra and
Virginia L. Iuorno and
Katherine G. Herbert and
Jeffrey H. Toney Prediction of modulators of pyruvate
kinase in SMILES text using a priori
methods . . . . . . . . . . . . . . . . 348--348
Reena Pau and
Wendy Hall and
Su White Women in computing: how does experience
influence self-perception of computing
careers? . . . . . . . . . . . . . . . . 349--349
Eric Omwega and
Jonathan Tsu and
Monica Ugwi and
Christine Wang Automation of PE recruiting process . . 350--350
Eric Omwega and
Jonathan Tsu and
Monica Ugwi and
Christine Wang Development of an online campus map . . 351--351
Mario Amelung and
Michael Piotrowski and
Dietmar Rösner eduComponents: a component-based
e-learning environment . . . . . . . . . 352--352
Andrew Solomon Linuxgym: software to automate formative
assessment of Unix command-line and
scripting skills . . . . . . . . . . . . 353--353
Guy Barker and
Jane Prey Accessibility tools . . . . . . . . . . 354--354
J. Mark Pullen Network educationware demonstration . . 355--355
Ruedi Arnold Introducing propositional logic and
queueing theory with the InfoTraffic
interactive learning environments . . . 356--356
Guido Rößling and
Simon Kulessa and
Silke Schneider Easy, fast, and flexible algorithm
animation generation . . . . . . . . . . 357--357
Anne Dickinson Is the shortcut the quickest way to go?:
translating instructions for keyboard
navigation and other stories . . . . . . 358--358
Manuel Rubio-Sánchez and
Isidoro Hernán-Losada Exploring recursion with Fibonacci
numbers . . . . . . . . . . . . . . . . 359--359
Jakki Sheridan-Ross Practical tips for engaging students in
team formation for multi-discipline
computing projects . . . . . . . . . . . 360--360
Herman Koppelman Exercises as a tool for sharing
pedagogical knowledge . . . . . . . . . 361--361
James H. Paterson and
John Haddow From classes to code: supporting the
transition from design to implementation 362--362
Mordechai Ben-Ari Teaching concurrency and nondeterminism
with spin . . . . . . . . . . . . . . . 363--364
Michael H. Goldwasser and
David Letscher Teaching object-oriented programming in
Python . . . . . . . . . . . . . . . . . 365--366
Bill Z. Manaris Dropping CS enrollments: or the
emperor's new clothes? . . . . . . . . . 6--10
C. Dianne Martin Blogger ethics and YouTube common sense 11--12
Donald Gotterbarn Don't soil the commons: turning the
blogosphere into the clogosphere . . . . 12--13
Tony Clear Computing capstone projects and the role
of failure in education . . . . . . . . 13--15
Heikki Topi Update on the IS model curriculum
revision project . . . . . . . . . . . . 15--16
Raymond Lister The Randolph thesis: CSEd research at
the crossroads . . . . . . . . . . . . . 16--18
Henry MacKay Walker What image do CS1/CS2 present to our
students? . . . . . . . . . . . . . . . 18--19
Elizabeth K. Hawthorne Visions of a future \ldots without
forgetting the past . . . . . . . . . . 19--20
Judith Gal-Ezer Reflections on distance learning . . . . 21--22
A. Joe Turner More on IFIP educational activities . . 22--22
Owen L. Astrachan Head in the clouds . . . . . . . . . . . 23--23
Lisa C. Kaczmarczyk Resist and persist (productively) . . . 23--24
Jeffrey L. Popyack Society in transition . . . . . . . . . 25--26
Peter B. Henderson Pre-college math concepts vs. skills . . 26--28
David Ginat Alternating accumulation . . . . . . . . 28--29
Nick Parlante Cheating and the Internet . . . . . . . 29--30
David Ginat Elaborating heuristic reasoning and
rigor with mathematical games . . . . . 32--36
Steven Minsker The linear twin Towers of Hanoi problem 37--40
Uvais A. Qidwai A LAMP-LEGO experience of motivating
minority students to study engineering 41--44
Feng-Jen Yang Eliciting an overlooked aspect of
Bayesian reasoning . . . . . . . . . . . 45--48
Timothy T. Yuen Novices' knowledge construction of
difficult concepts in CS1 . . . . . . . 49--53
Timothy J. Rolfe An alternative dynamic programming
solution for the $ 0 / 1 $ knapsack . . 54--56
Yoram Eshet-Alkalai Humans under bombardment: performing in
a real-time world . . . . . . . . . . . 57--60
Arthur Fleck Prolog as the first programming language 61--64
Avi Cohen and
Bruria Haberman Computer science: a language of
technology . . . . . . . . . . . . . . . 65--69
José de Oliveira Guimarães Learning compiler construction by
examples . . . . . . . . . . . . . . . . 70--74
John R. Graham Integrating parallel programming
techniques into traditional computer
science curricula . . . . . . . . . . . 75--78
Laurie Williams Lessons learned from seven years of pair
programming at North Carolina State
University . . . . . . . . . . . . . . . 79--83
Yiu-chi Lai and
Tak-wah Wong Infusing problem solving skills into
computer lessons . . . . . . . . . . . . 84--86
Achuth Sankar S. Nair and
Vinod Chandra A MetaL for C and Pascal . . . . . . . . 87--91
Tom Goulding and
Rita DiTrolio Complex game development by freshman
computer science majors . . . . . . . . 92--99
José Miguel Blanco Arbe and
Ana Sánchez Ortega and
Jesús Ibáñez Mártinez-Conde Formal languages through Web forms and
regular expressions . . . . . . . . . . 100--104
Abdul Sattar and
Torben Lorenzen Computer applications: a service course 105--107
Javier Garzás and
Mario Piattini Improving the teaching of
object-oriented design knowledge . . . . 108--112
Greg Kawell Concepts to real world implementation
via service learning . . . . . . . . . . 113--116
Torben Lorenzen and
John Santore and
David Glassman and
Juozas Baltikauskas No slacker on team programming projects 117--118
Wanda J. Smith and
France Bélanger and
Tracy L. Lewis and
Kristi Honaker Training to persist in computing careers 119--120
Theresa Beaubouef and
Patrick McDowell Ice hockey and tennis balls: playing at
computer science research with robotics 121--124
Carol Edmondson Dear Dorothy: agonies from first-year
programming . . . . . . . . . . . . . . 125--126
Dan Joyce and
Bruce Klein and
Renée McCauley Report on improving SIGCSE/ITiCSE
program creation process . . . . . . . . 128--129
Justus J. Randolph Findings from ``A Methodological Review
of the Computer Science Education
Research: 2000--2005'' . . . . . . . . . 130--130
Justus J. Randolph Planning and evaluating programs in
computer science education . . . . . . . 131--131
Beth Simon and
Sue Fitzgerald and
Renée McCauley and
Susan M. Haller and
John Hamer and
Brian Hanks and
Michael T. Helmick and
Jan Erik Moström and
Judy Sheard and
Lynda Thomas Debugging assistance for novices: a
video repository . . . . . . . . . . . . 137--151
Ursula Fuller and
Colin G. Johnson and
Tuukka Ahoniemi and
Diana Cukierman and
Isidoro Hernán-Losada and
Jana Jackova and
Essi Lahtinen and
Tracy L. Lewis and
Donna McGee Thompson and
Charles Riedesel and
Errol Thompson Developing a computer science-specific
learning taxonomy . . . . . . . . . . . 152--170
Lillian N. Cassel and
Gordon Davies and
William Fone and
Anneke Hacquebard and
John Impagliazzo and
Richard J. LeBlanc and
Joyce Currie Little and
Andrew D. McGettrick and
Michela Pedrona The computing ontology: application in
education . . . . . . . . . . . . . . . 171--183
Anne Gates Applin and
Hilary J. Holz and
William Joel and
Ifeyinwa Okoye and
Katherine Deibel and
Becky Grasser and
Briony J. Oates and
Gwendolyne Wood A multi-perspective digital library to
facilitate integrating teaching research
methods across the computing curriculum 184--203
Arnold Pears and
Stephen Seidman and
Lauri Malmi and
Linda Mannila and
Elizabeth Adams and
Jens Bennedsen and
Marie Devlin and
James Paterson A survey of literature on the teaching
of introductory programming . . . . . . 204--223
Ilaria Liccardi and
Asma Ounnas and
Reena Pau and
Elizabeth Massey and
Päivi Kinnunen and
Sarah Lewthwaite and
Marie-Anne Midy and
Chandan Sarkar The role of social networks in students'
learning experiences . . . . . . . . . . 224--237
Randy Pausch Alice: a dying man's passion . . . . . . 1--1
Vicki L. Almstrum and
Bill Aspray and
Mary Anne Egan and
John Impagliazzo Perspectives on history in computing and
education . . . . . . . . . . . . . . . 2--3
Michal Armoni and
Noa Lewenstein and
Mordechai Ben-Ari Teaching students to think
nondeterministically . . . . . . . . . . 4--8
Irene Polycarpou and
Ana Pasztor and
Malek Adjouadi A conceptual approach to teaching
induction for computer science . . . . . 9--13
Joan M. Lucas and
Jonathan Jarvis Incorporating transformations into JFLAP
for enhanced understanding of automata 14--18
Brian Hanks and
Carol Wellington and
Tom Reichlmayr and
Cyril Coupal Integrating agility in the CS
curriculum: practices through values . . 19--20
Stuart Reges The mystery of ``b := (b = false)'' . . 21--25
David Ginat Learning from wrong and creative
algorithm design . . . . . . . . . . . . 26--30
David Gries A principled approach to teaching OO
first . . . . . . . . . . . . . . . . . 31--35
Greg Wilson and
Christine Alvarado and
Jennifer Campbell and
Rubin Landau and
Robert Sedgewick CS-1 for scientists . . . . . . . . . . 36--37
Marc L. Corliss and
E. Christopher Lewis Bantam: a customizable, Java-based,
classroom compiler . . . . . . . . . . . 38--42
Li Xu Language engineering in the context of a
popular, inexpensive robot platform . . 43--47
Ariel Ortiz Language design and implementation using
Ruby and the interpreter pattern . . . . 48--52
Natalie Linnell and
Richard Anderson and
Jane Prey Cross-cultural issues in a tutored video
instruction course . . . . . . . . . . . 53--57
Maureen Doyle and
Kevin G. Kirby and
Gary Newell Engaging constructions: family-based
computing experiences for immigrant
middle school students . . . . . . . . . 58--62
Tony Clear and
Diana Kassabova A course in collaborative computing:
collaborative learning and research with
a global perspective . . . . . . . . . . 63--67
Jon Beck Fair division as a means of apportioning
software engineering class projects . . 68--71
Tuukka Ahoniemi and
Essi Lahtinen and
Tommi Reinikainen Improving pedagogical feedback and
objective grading . . . . . . . . . . . 72--76
Xiang Fu and
Boris Peltsverger and
Kai Qian and
Lixin Tao and
Jigang Liu APOGEE: automated project grading and
instant feedback system for Web based
computing . . . . . . . . . . . . . . . 77--81
Gaetano Borriello and
Carl Hartung and
Bruce Hemingway and
Karl Koscher and
Brian Mayton Multi-player soccer and wireless
embedded systems . . . . . . . . . . . . 82--86
James F. Bowring A new paradigm for programming
competitions . . . . . . . . . . . . . . 87--91
Iretta B. Kearse and
Charles R. Hardnett Computer science olympiad: exploring
computer science through competition . . 92--96
Scott A. Turner and
Ricardo Quintana-Castillo and
Manuel A. Pérez-Quiñones and
Stephen H. Edwards Misunderstandings about object-oriented
design: experiences using code reviews 97--101
Ronald J. Leach and
Legand L. Burge and
Harry N. Keeling Can students reengineer? . . . . . . . . 102--106
Yanqing Wang and
Yijun Li and
Michael Collins and
Peijie Liu Process improvement of peer code review
and behavior analysis of its
participants . . . . . . . . . . . . . . 107--111
Nick Parlante Nifty assignments . . . . . . . . . . . 112--113
Robert Schnabel and
Duncan Buell and
Joanna Goode and
J. Strother Moore and
Chris Stephenson An open dialogue concerning the state of
education policy in computer science . . 114--115
Aaron Kimball and
Sierra Michels-Slettvet and
Christophe Bisciglia Cluster computing for Web-scale data
processing . . . . . . . . . . . . . . . 116--120
Joel C. Adams and
Tim H. Brom Microwulf: a Beowulf cluster for every
desk . . . . . . . . . . . . . . . . . . 121--125
Barry Wilkinson and
Clayton Ferner Towards a top-down approach to teaching
an undergraduate grid computing course 126--130
Alessio Gaspar and
Sarah Langevin and
William Armitage and
R. Sekar and
T. Daniels The role of virtualization in computing
education . . . . . . . . . . . . . . . 131--132
Christopher C. D. Head and
Steven A. Wolfman Poogle and the unknown-answer
assignment: open-ended, sharable CS1
assignments . . . . . . . . . . . . . . 133--137
Daniel C. Cliburn and
Susan Miller Games, stories, or something more
traditional: the types of assignments
college students prefer . . . . . . . . 138--142
T. M. Rao and
Sandeep Mitra An early software engineering approach
to teaching CS1, CS2 and AI . . . . . . 143--147
Roxanne L. Canosa and
Joan M. Lucas Mock trials and role-playing in computer
ethics courses . . . . . . . . . . . . . 148--152
Carol Spradling and
Leen-Kiat Soh and
Charles Ansorge Ethics training and decision-making: do
computer science programs need help? . . 153--157
Joseph D. Oldham Experience offering a course centered on
cyberporn . . . . . . . . . . . . . . . 158--162
Laurie Murphy and
Gary Lewandowski and
Renée McCauley and
Beth Simon and
Lynda Thomas and
Carol Zander Debugging: the good, the bad, and the
quirky --- a qualitative analysis of
novices' strategies . . . . . . . . . . 163--167
Marie-Hél\`ene Nienaltowski and
Michela Pedroni and
Bertrand Meyer Compiler error messages: what can help
novices? . . . . . . . . . . . . . . . . 168--172
Christian Murphy and
Eunhee Kim and
Gail Kaiser and
Adam Cannon Backstop: a tool for debugging runtime
errors . . . . . . . . . . . . . . . . . 173--177
Owen Astrachan and
Peter Denning Innovating our self image . . . . . . . 178--179
Dennis P. Groth and
Helen H. Hu and
Betty Lauer and
Hwajung Lee Improving computer science diversity
through summer camps . . . . . . . . . . 180--181
Barry Lawson and
Lewis Barnett Using iPodLinux in an introductory OS
course . . . . . . . . . . . . . . . . . 182--186
John L. Donaldson Implementation of threads as an
operating systems project . . . . . . . 187--191
Dennis Brylow An experimental laboratory environment
for teaching embedded operating systems 192--196
Stephen Cooper and
Timothy Fossum and
Harriet Taylor Exploring NSF funding opportunities . . 197--198
Marissa Mayer Innovation, design, and simplicity at
Google . . . . . . . . . . . . . . . . . 199--199
Grant Braught and
L. Martin Eby and
Tim Wahls The effects of pair-programming on
individual programming skill . . . . . . 200--204
Leland L. Beck and
Alexander W. Chizhik An experimental study of cooperative
learning in CS1 . . . . . . . . . . . . 205--209
Sarah Monisha Pulimood and
Ursula Wolz Problem solving in community: a
necessary shift in CS pedagogy . . . . . 210--214
Josh Tenenberg and
Sally Fincher and
John Impagliazzo and
Daniel Joyce Publishing in computing education . . . 215--216
Andrew McGettrick and
Eric Roberts and
Daniel D. Garcia and
Chris Stevenson Rediscovering the passion, beauty, joy
and awe: making computing fun again . . 217--218
Susan Haller and
Brian Ladd and
Scott Leutenegger and
John Nordlinger and
Jody Paul and
Henry Walker and
Carol Zander Games: good/evil . . . . . . . . . . . . 219--220
Ray Bareiss and
Martin Griss A story-centered, learn-by-doing
approach to software engineering
education . . . . . . . . . . . . . . . 221--225
Andrew Begel and
Beth Simon Struggles of new college graduates in
their first software development job . . 226--230
Matthew C. Jadud and
Jon Simpson and
Christian L. Jacobsen Patterns for programming in parallel,
pedagogically . . . . . . . . . . . . . 231--235
Mark A. Holliday and
J. Traynham Houston and
E. Matthew Jones From sockets and RMI to Web services . . 236--240
Vasil Y. Hnatyshin and
Andrea F. Lobo Undergraduate data communications and
networking projects using opnet and
wireshark software . . . . . . . . . . . 241--245
W. David Laverell and
Zongming Fei and
James N. Griffioen Isn't it time you had an Emulab? . . . . 246--250
Michela Pedroni and
Manuel Oriol and
Bertrand Meyer and
Lukas Angerer Automatic extraction of notions from
course material . . . . . . . . . . . . 251--255
Ken Goldman and
Paul Gross and
Cinda Heeren and
Geoffrey Herman and
Lisa Kaczmarczyk and
Michael C. Loui and
Craig Zilles Identifying important and difficult
concepts in introductory computing
courses using a Delphi process . . . . . 256--260
Christopher W. Starr and
Bill Manaris and
RoxAnn H. Stalvey Bloom's taxonomy revisited: specifying
assessible learning objectives in
computer science . . . . . . . . . . . . 261--265
Zachary Dodds and
Ran Libeskind-Hadas and
Christine Alvarado and
Geoff Kuenning Evaluating a breadth-first CS 1 for
scientists . . . . . . . . . . . . . . . 266--270
Robert H. Sloan and
Patrick Troy CS 0.5: a better approach to
introductory computer science for majors 271--275
Wei Jin Pre-programming analysis tutors help
students learn basic programming
concepts . . . . . . . . . . . . . . . . 276--280
Orit Hazzan and
Judith Gal-Ezer and
Lenore Blum A model for high school computer science
education: the four key elements that
make it! . . . . . . . . . . . . . . . . 281--285
Mindy Hart and
James P. Early and
Dennis Brylow A novel approach to K-12 CS education:
linking mathematics and computer science 286--290
Paolo A. G. Sivilotti and
Stacey A. Laugel Scratching the surface of advanced
topics in software engineering: a
workshop module for middle school
students . . . . . . . . . . . . . . . . 291--295
Richard E. Ladner and
Tammy VanDeGrift The game of life: an outreach model for
high school students with disabilities 296--297
Ursula Wolz and
John Maloney and
Sarah Monisha Pulimood 'Scratch' your way to introductory CS 298--299
Kelvin Sung and
Michael Panitz and
Scott Wallace and
Ruth Anderson and
John Nordlinger Game-themed programming assignments: the
faculty perspective . . . . . . . . . . 300--304
Alexander Repenning and
Andri Ioannidou Broadening participation through
scalable game design . . . . . . . . . . 305--309
Daniel Frost Ucigame, a Java library for games . . . 310--314
Mark W. Bailey and
Clark L. Coleman and
Jack W. Davidson Defense against the dark arts . . . . . 315--319
Blair Taylor and
Shiva Azadegan Moving beyond security tracks:
integrating security in CS0 and CS1 . . 320--324
Alasdair McAndrew Teaching cryptography with open-source
software . . . . . . . . . . . . . . . . 325--329
Steven Huss-Lederman and
Donald Chinn and
James Skrentny Serious fun: peer-led team learning in
CS . . . . . . . . . . . . . . . . . . . 330--331
Kate Sanders and
Jonas Boustedt and
Anna Eckerdal and
Robert McCartney and
Jan Erik Moström and
Lynda Thomas and
Carol Zander Student understanding of object-oriented
programming as expressed in concept maps 332--336
Sarnath Ramnath and
Brahma Dathan Evolving an integrated curriculum for
object-oriented analysis and design . . 337--341
Linxiao Ma and
John D. Ferguson and
Marc Roper and
Isla Ross and
Murray Wood Using cognitive conflict and
visualisation to improve mental models
held by novice programmers . . . . . . . 342--346
Michael Buckley and
John Nordlinger and
Devika Subramanian Socially relevant computing . . . . . . 347--351
Christopher H. Brooks Community connections: lessons learned
developing and maintaining a computer
science service-learning program . . . . 352--356
Leigh Ann Sudol Forging connections between life and
class using reading assignments: a case
study . . . . . . . . . . . . . . . . . 357--361
Joanna Goode Increasing diversity in K-12 computer
science: strategies from the field . . . 362--366
John H. Maloney and
Kylie Peppler and
Yasmin Kafai and
Mitchel Resnick and
Natalie Rusk Programming by choice: urban youth
learning programming with scratch . . . 367--371
Jim Owens and
Jeanna Matthews Cybercivics: a novel approach to
reaching K-12 students with the social
relevance of computer science . . . . . 372--376
Lenore Blum and
Thomas J. Cortina and
Ed Lazowska and
Joe Wise The expansion of CS4HS: an outreach
program for high school teachers . . . . 377--378
Edward F. Gehringer and
Lillian Cassel and
Katherine Deibel and
William Joel Wikis: collaborative learning for CS
education . . . . . . . . . . . . . . . 379--380
Jens Mache and
Amy Apon and
Thomas Feilhauer and
Barry Wilkinson Grid computing at the undergraduate
level: can we do it? . . . . . . . . . . 381--382
Nathan R. Sturtevant and
H. James Hoover and
Jonathan Schaeffer and
Sean Gouglas and
Michael H. Bowling and
Finnegan Southey and
Matthew Bouchard and
Ghassan Zabaneh Multidisciplinary students and
instructors: a second-year games course 383--387
Carol Spradling and
Jody Strauch and
Craig Warner An interdisciplinary major emphasizing
multimedia . . . . . . . . . . . . . . . 388--391
Christopher D. Hundhausen and
N. Hari Narayanan and
Martha E. Crosby Exploring studio-based instructional
models for computing education . . . . . 392--396
J. McGrath Cohoon and
Zhen Wu and
Luo Luo Will they stay or will they go? . . . . 397--401
Maureen Biggers and
Anne Brauer and
Tuba Yilmaz Student perceptions of computer science:
a retention study comparing graduating
seniors with CS leavers . . . . . . . . 402--406
Antonio M. Lopez, Jr. and
Kun Zhang and
Frederick G. Lopez Cultural representations of gender among
U.S. computer science undergraduates:
statistical and data mining results . . 407--411
Tanya L. Crenshaw and
Erin Wolf Chambers and
Heather Metcalf A case study of retention practices at
the University of Illinois at
Urbana-Champaign . . . . . . . . . . . . 412--416
Beth Simon and
Krista Davis and
William G. Griswold and
Michael Kelly and
Roshni Malani Noteblogging: taking note taking public 417--421
Sam Kamin and
Michael Hines and
Chad Peiper and
Boris Capitanu A system for developing tablet PC
applications for education . . . . . . . 422--426
Charlie Wiseman and
Ken Wong and
Tilman Wolf and
Sergey Gorinsky Operational experience with a virtual
networking laboratory . . . . . . . . . 427--431
Jorge Barbosa and
Rodrigo Hahn and
Solon Rabello and
Débora Barbosa Local: a model geared towards ubiquitous
learning . . . . . . . . . . . . . . . . 432--436
Joe Hummel and
Carl Alphonce and
Joe Bergin and
Michael Caspersen and
Stuart Hansen and
James Heliotis and
Michael Kölling Nifty objects for CS0 and CS1 . . . . . 437--438
Stephanie Ann Ludi and
Thomas Reichlmayr Developing inclusive outreach activities
for students with visual impairments . . 439--443
Mary Elaine Califf and
Mary M. Goodwin and
Jake Brownell Helping him see: guiding a visually
impaired student through the computer
science curriculum . . . . . . . . . . . 444--448
Jeffrey P. Bigham and
Maxwell B. Aller and
Jeremy T. Brudvik and
Jessica O. Leung and
Lindsay A. Yazzolino and
Richard E. Ladner Inspiring blind high school students to
pursue computer science with instant
messaging chatbots . . . . . . . . . . . 449--453
Katherine Deibel Course experiences of computing students
with disabilities: four case studies . . 454--458
Carol Taylor and
Rose Shumba Security education: a roadmap to the
future . . . . . . . . . . . . . . . . . 459--460
Imad Rahal Undergraduate research experiences in
data mining . . . . . . . . . . . . . . 461--465
Teresa Dahlberg and
Tiffany Barnes and
Audrey Rorrer and
Eve Powell and
Lauren Cairco Improving retention and graduate
recruitment through immersive research
experiences for undergraduates . . . . . 466--470
Nick Feamster and
Alexander Gray Can great research be taught?:
independent research with
cross-disciplinary thinking and broader
impact . . . . . . . . . . . . . . . . . 471--475
Raymond Lister and
Ilona Box A citation analysis of the SIGCSE 2007
proceedings . . . . . . . . . . . . . . 476--480
Watts Humphrey and
Robert Musson and
Rafael Salazar Preparing students for industry's
software engineering needs . . . . . . . 481--482
Ali Erkan and
Diyan Gochev An image background detection project
for a visual exploration of DFS and BFS 483--487
K. R. Subramanian and
T. Cassen A cross-domain visual learning engine
for interactive generation of
instructional materials . . . . . . . . 488--492
Brett Allenstein and
Andrew Yost and
Paul Wagner and
Joline Morrison A query simulation system to illustrate
database query execution . . . . . . . . 493--497
Andrew B. Williams and
David S. Touretzky and
Ethan J. Tira-Thompson and
LaVonne Manning and
Chutima Boonthum and
Clement S. Allen Introducing an experimental cognitive
robotics curriculum at historically
black colleges and universities . . . . 498--502
Janice Pearce and
Mario Nakazawa The funnel that grew our CIS major in
the CS desert . . . . . . . . . . . . . 503--507
Sami Khuri A bioinformatics track in computer
science . . . . . . . . . . . . . . . . 508--512
Gloria Childress Townsend and
Lecia Barker and
Suzanne Menzel and
J. McGrath Cohoon Grace Hopper visits the neighborhood . . 513--517
Rita Manco Powell Improving the persistence of first-year
undergraduate women in computer science 518--522
Amruth N. Kumar The effect of using problem-solving
software tutors on the self-confidence
of female students . . . . . . . . . . . 523--527
Jonas Boustedt and
Robert McCartney and
Josh Tenenberg and
Scott D. Anderson and
Caroline M. Eastman and
Daniel D. Garcia and
Paul V. Gestwicki and
Margaret S. Menzin It seemed like a good idea at the time 528--529
Lillian N. Cassel and
Michael Caspersen and
Gordon Davies and
Renee McCauley and
Andrew McGettrick and
Art Pyster and
Robert Sloan Curriculum update from the ACM Education
Board: CS2008 and a report on Masters
degrees . . . . . . . . . . . . . . . . 530--531
David Janzen and
Hossein Saiedian Test-driven learning in early
programming courses . . . . . . . . . . 532--536
Matthew Thornton and
Stephen H. Edwards and
Roy P. Tan and
Manuel A. Pérez-Quiñones Supporting student-written tests of GUI
programs . . . . . . . . . . . . . . . . 537--541
Jacques Philippe Sauvé and
Osório Lopes Abath Neto Teaching software development with ATDD
and easyaccept . . . . . . . . . . . . . 542--546
Richard E. Ladner and
Dan Comden Computer science for everyone: making
your computing classes and departments
accessible . . . . . . . . . . . . . . . 547--548
Ed Lazowska Computer science: past, present, and
future . . . . . . . . . . . . . . . . . 549--549
Nenad Jukic and
Paul Gray Using real data to invigorate student
learning . . . . . . . . . . . . . . . . 6--10
Tony Clear Global collaboration in course delivery:
are we there yet? . . . . . . . . . . . 11--12
Heikki Topi Role of information systems as a
business discipline . . . . . . . . . . 12--14
Raymond Lister The originality glut . . . . . . . . . . 14--15
Henry MacKay Walker Advertising and recruiting . . . . . . . 16--17
Elizabeth K. Hawthorne Revising the guidelines for
associate-degree transfer curriculum in
computer science . . . . . . . . . . . . 18--18
Judith Gal-Ezer Online courses: North Carolina business
and IT courses: a case study . . . . . . 18--19
A. Joe Turner Some IFIP happenings . . . . . . . . . . 20--20
Lisa C. Kaczmarczyk Drink the coffee and see the puffy white
clouds . . . . . . . . . . . . . . . . . 20--22
Jeffrey L. Popyack Take your daughters (and sons) to work:
and leave them there . . . . . . . . . . 22--23
Peter B. Henderson Abstraction, model checking and software
correctness . . . . . . . . . . . . . . 23--24
David Ginat Separating between foes . . . . . . . . 24--25
Henry Neeman and
Horst Severini and
Dee Wu Supercomputing in plain English:
teaching cyberinfrastructure to
computing novices . . . . . . . . . . . 27--30
A. Barbara Ainsworth and
Judithe Sheard and
Chris Avram The Monash Museum of Computing History:
part 1 . . . . . . . . . . . . . . . . . 31--34
Marco A. Alvarez and
José Baiocchi and
José Antonio Pow Sang Computing and higher education in Peru 35--39
Orit Hazzan Reflections on teaching abstraction and
other soft ideas . . . . . . . . . . . . 40--43
Axel-Tobias Schreiner and
James E. Heliotis Sudoku: a little lesson in OOP . . . . . 44--47
Daniel S. Spiegel and
Lisa M. Frye and
Linda L. Day Issues in the instantiation of template
classes . . . . . . . . . . . . . . . . 48--51
Timothy J. Rolfe Perverse and foolish oft I strayed . . . 52--55
Barry Goluboff A denotational tracing domain for C++
programs . . . . . . . . . . . . . . . . 56--61
Torben Lorenzen and
Abdul Sattar Objects first using Alice to introduce
object constructs in CS1 . . . . . . . . 62--64
Jeffrey A. Stone and
Elinor M. Madigan The impact of providing project choices
in CS1 . . . . . . . . . . . . . . . . . 65--68
Andrew K. Lui and
Yannie H. Y. Cheung and
Siu Cheung Li Leveraging students' programming
laboratory work as worked examples . . . 69--73
David B. Sher A visual proof for an average case of
list searching . . . . . . . . . . . . . 74--78
Carol Masuck and
Jim Alves-Foss and
Paul W. Oman Analysis of fault models for student use 79--83
Amruth Kumar and
Patricia A. Joseph and
Michael Goldweber and
Paul J. Wagner Reviewing the SIGCSE reviewing process 84--89
Kelly Vandever Teaching the business of software
development . . . . . . . . . . . . . . 90--92
Norman Jacobson and
Suzanne K. Schaefer Pair programming in CS1: overcoming
objections to its adoption . . . . . . . 93--96
Chetan Desai and
David Janzen and
Kyle Savage A survey of evidence for test-driven
development in academia . . . . . . . . 97--101
David Poe and
Christine Hansen and
Kellie McGowan and
Gautam Singh Refining educational content through a
closed-loop FLOW approach . . . . . . . 102--106
Ali Rafieymehr Kids in Computing (K.I.C.): is there a
solution to solve the computer science
enrollment problem? . . . . . . . . . . 107--111
Carol Edmondson Real women don't write programs . . . . 112--114
John David N. Dionisio and
Kam D. Dahlquist Improving the computer science in
bioinformatics through open source
pedagogy . . . . . . . . . . . . . . . . 115--119
Daryl H. Hepting and
Lijuan Peng and
Timothy J. Maciag and
David Gerhard and
Brien Maguire Creating synergy between usability
courses and open source software
projects . . . . . . . . . . . . . . . . 120--123
Wendy Zhang and
Theresa Beaubouef Geographic information systems: real
world applications for computer science 124--127
Norman Sanders An industry perspective on the
beginnings of CAD . . . . . . . . . . . 128--134
Alberto H. F. Laender and
Carlos José Pereira de Lucena and
José Carlos Maldonado and
Edmundo de Souza e Silva and
Nivio Ziviani Assessing the research and education
quality of the top Brazilian Computer
Science graduate programs . . . . . . . 135--145
Wendy Hall What is Web science and why is it
important to CSE . . . . . . . . . . . . 1--2
Philip D. Long Scalable apprenticeships: reconnecting
students through technology . . . . . . 3--4
Roger D. Boyle Neither rocket science nor washing
machine science, but computer science 5--6
Andrew Meneely and
Laurie Williams and
Edward F. Gehringer ROSE: a repository of education-friendly
open-source projects . . . . . . . . . . 7--11
Paul E. Dickson and
W. Richards Adrion and
Allen R. Hanson Automatic creation of indexed
presentations from classroom lectures 12--16
Stephan Repp and
Serge Linckels and
Christoph Meinel Question answering from lecture videos
based on an automatic semantic
annotation . . . . . . . . . . . . . . . 17--21
Peter Brusilovsky and
Sergey Sosnovsky and
Danielle H. Lee and
Michael Yudelson and
Vladimir Zadorozhny and
Xin Zhou An open integrated Exploratorium for
database courses . . . . . . . . . . . . 22--26
Don Goelman Databases, non-majors and collaborative
learning: a ternary relationships . . . 27--31
Lourdes Moreno and
Ana M. Iglesias and
Elena Castro and
Paloma Martinez Using accessible digital resources for
teaching database design: towards an
inclusive distance learning proposal . . 32--36
Cindy Norris and
Frank Barry and
James B. Fenwick Jr. and
Kathryn Reid and
Josh Rountree ClockIt: collecting quantitative data on
how beginning software developers really
work . . . . . . . . . . . . . . . . . . 37--41
Michael H. Goldwasser and
David Letscher Teaching an object-oriented CS1 -: with
Python . . . . . . . . . . . . . . . . . 42--46
Jürgen Börstler and
Henrik B. Christensen and
Jens Bennedsen and
Marie Nordström and
Lena Kallin Westin and
Jan Erik Moström and
Michael E. Caspersen Evaluating OO example programs for CS1 47--52
Michal Armoni Reductive thinking in a quantitative
perspective: the case of the algorithm
course . . . . . . . . . . . . . . . . . 53--57
Martin van Tonder and
Kevin Naude and
Charmain Cilliers Jenuity: a lightweight development
environment for intermediate level
programming courses . . . . . . . . . . 58--62
Marcelo Jenkins Teaching computer aided software
engineering at the graduate level . . . 63--67
Akim Demaille and
Roland Levillain and
Beno\^\it Perrot A set of tools to teach compiler
construction . . . . . . . . . . . . . . 68--72
Paul Denny and
Andrew Luxton-Reilly and
John Hamer Student use of the PeerWise system . . . 73--77
Dragutin Petkovic and
Gary D. Thompson and
Rainer Todtenhoefer Assessment and comparison of local and
global SW engineering practices in a
classroom setting . . . . . . . . . . . 78--82
Aaron Bloomfield and
James F. Groves A tablet-based paper exam grading system 83--87
Ursula Fuller and
Bob Keim Assessing students' practice of
professional values . . . . . . . . . . 88--92
Margarita Esponda Electronic voting on-the-fly with mobile
devices . . . . . . . . . . . . . . . . 93--97
Belén Diaz-Agudo and
Guillermo Jiménez-Diaz and
Juan A. Recio-Garcia How to teach Semantic Web?: a
project-based approach . . . . . . . . . 98--102
James H. Cross II and
T. Dean Hendrix and
David A. Umphress and
Larry A. Barowski Exploring accessibility and visibility
relationships in Java . . . . . . . . . 103--108
Sarah Matzko and
Timothy A. Davis A graphics-based approach to data
structures . . . . . . . . . . . . . . . 109--113
Matthew Thornton and
Stephen H. Edwards A data type to exploit online data
sources . . . . . . . . . . . . . . . . 114--118
Alan D. Fekete Teaching students to develop thread-safe
Java classes . . . . . . . . . . . . . . 119--123
Sami Kollanus and
Ville Isomöttönen Test-driven development in education:
experiences with critical viewpoints . . 124--127
José-Luis Sierra and
Ana M. Fernández-Pampillon and
Alfredo Fernández-Valmayor An environment for supporting active
learning in courses on language
processing . . . . . . . . . . . . . . . 128--132
Rockford J. Ross Hypertextbooks and a Hypertextbook
authoring environment . . . . . . . . . 133--137
Michael Goldweber and
Renzo Davoli VDE: an emulation environment for
supporting computer networking courses 138--142
John Aycock and
Heather Crawford and
Rennie deGraaf Spamulator: the Internet on a laptop . . 142--147
Joel C. Adams and
Joshua Hotrop Building an economical VR system for CS
education . . . . . . . . . . . . . . . 148--152
Adrian Albin-Clark Virtual chat in an enquiry-based team
project . . . . . . . . . . . . . . . . 153--157
Kristy Elizabeth Boyer and
August A. Dwight and
R. Taylor Fondren and
Mladen A. Vouk and
James C. Lester A development environment for
distributed synchronous collaborative
programming . . . . . . . . . . . . . . 158--162
Kasper Fisker and
Davin McCall and
Michael Kölling and
Bruce Quig Group work support for the BlueJ IDE . . 163--168
Ronit Ben-Bassat Levy and
Mordechai Ben-Ari Perceived behavior control and its
influence on the adoption of software
tools . . . . . . . . . . . . . . . . . 169--173
David Furcy and
Thomas Naps and
Jason Wentworth Sorting out sorting: the sequel . . . . 174--178
Paul Curzon and
Peter W. McOwan Engaging with computer science through
magic shows . . . . . . . . . . . . . . 179--183
Chris J. Martin and
Janet M. Hughes Cognitive dimensions questionnaire
applied to exploratory algorithm design 184--188
Matt Bower The ``instructed-teacher'': a computer
science online learning pedagogical
pattern . . . . . . . . . . . . . . . . 189--193
Herman Koppelman and
Harald Vranken Experiences with a synchronous virtual
classroom in distance education . . . . 194--198
Christian Murphy and
Dan Phung and
Gail Kaiser A distance learning approach to teaching
eXtreme programming . . . . . . . . . . 199--203
J. Mark Pullen and
Jim X. Chen Distributed application launching for
high quality graphics in synchronous
distance education . . . . . . . . . . . 204--208
Judy Sheard and
Angela Carbone and
Raymond Lister and
Beth Simon and
Errol Thompson and
Jacqueline L. Whalley Going SOLO to assess novice programmers 209--213
Olly Gotel and
Christelle Scharff and
Andrew Wildenberg Teaching software quality assurance by
encouraging student contributions to an
open source Web-based system for the
assessment of programming assignments 214--218
Mario Amelung and
Peter Forbrig and
Dietmar Rösner Towards generic and flexible Web
services for e-assessment . . . . . . . 219--224
J. Ángel Velázquez-Iturbide and
Antonio Pérez-Carrasco and
Jaime Urquiza-Fuentes SRec: an animation system of recursion
for algorithm courses . . . . . . . . . 225--229
Daniel J. Ernst and
Daniel E. Stevenson Concurrent CS: preparing students for a
multicore world . . . . . . . . . . . . 230--234
Manuel Rubio-Sánchez and
Jaime Urquiza-Fuentes and
Cristóbal Pareja-Flores A gentle introduction to mutual
recursion . . . . . . . . . . . . . . . 235--239
Luigi Catuogno and
Alfredo De Santis An Internet role-game for the laboratory
of network security course . . . . . . . 240--244
Michael Eagle and
Tiffany Barnes Wu's castle: teaching arrays and loops
in a game . . . . . . . . . . . . . . . 245--249
Joe Linhoff and
Amber Settle Teaching game programming using XNA . . 250--254
Cristina L. Abad Learning through creating learning
objects: experiences with a class
project in a distributed systems course 255--259
Michela Pedroni and
Manuel Oriol and
Bertrand Meyer and
Enrico Albonico and
Lukas Angerer Course management with TrucStudio . . . 260--264
Zachary Kurmas Improving student performance using
automated testing of simulated digital
logic circuits . . . . . . . . . . . . . 265--270
Laurie Murphy and
Lynda Thomas Dangers of a fixed mindset: implications
of self-theories research for computer
science education . . . . . . . . . . . 271--275
Noa Ragonis and
Orit Hazzan Tutoring model for promoting teaching
skills of computer science prospective
teachers . . . . . . . . . . . . . . . . 276--280
Matt Bower A taxonomy of task types in computing 281--285
Maria Knobelsdorf and
Ralf Romeike Creativity as a pathway to computer
science . . . . . . . . . . . . . . . . 286--290
YifatBen-David Kolikant Computer-science education as a cultural
encounter: a socio-cultural framework
for articulating learning difficulties 291--295
Christina Dörge and
Carsten Schulte What are information technology's key
qualifications? . . . . . . . . . . . . 296--300
Paolo Giangrandi and
Claudio Mirolo Enhancing the general background of CS
students through a computing history
course . . . . . . . . . . . . . . . . . 301--305
Jandelyn D. Plane and
Isabella Venter Comparing capacity building frameworks
for computer science education in
underdeveloped countries: an Asian and
African perspective . . . . . . . . . . 306--310
Jakki Sheridan-Ross and
Andrea Gorra and
Janet Finlay Practical tips for creating podcasts in
higher education . . . . . . . . . . . . 311--311
Guido Rößling Providing a Seminar++: innovation
seminars . . . . . . . . . . . . . . . . 312--312
Manuel Rubio-Sánchez An introduction to problem equivalence
with combinatorics . . . . . . . . . . . 313--313
David A. Poplawski and
Zachary Kurmas JLS: a pedagogically targeted logic
design and simulation tool . . . . . . . 314--314
Richard M. Salter and
John L. Donaldson Using DLSim 3: a scalable, extensible,
multi-level logic simulator . . . . . . 315--315
César García-Osorio and
Iñigo Mediavilla-Sáiz and
Javier Jimeno-Visitación and
Nicolás García-Pedrajas Teaching push-down automata and Turing
machines . . . . . . . . . . . . . . . . 316--316
César García-Osorio and
Carlos Gómez-Palacios and
Nicolás García-Pedrajas A tool for teaching LL and LR parsing
algorithms . . . . . . . . . . . . . . . 317--317
Dwight Deugo Eclipse as a teaching tool . . . . . . . 318--318
Stéphane Norte and
Fernando Lobo A Sudoku game for people with motor
impairments . . . . . . . . . . . . . . 319--319
Mirela Djordjevic Java projects motivated by student
interests . . . . . . . . . . . . . . . 321--321
Dwight Deugo Using Eclipse in the classroom . . . . . 322--322
Jorge E. Pérez and
Javier García Martín and
Isabel Muñoz Fernández Cooperative learning in operating
systems laboratory . . . . . . . . . . . 323--323
Francesco Di Cerbo and
Gabriella Dodero and
Giancarlo Succi Extending Moodle for collaborative
learning . . . . . . . . . . . . . . . . 324--324
Atanas Radenski Digital CS1 study pack based on Moodle
and Python . . . . . . . . . . . . . . . 325--325
Michael H. Goldwasser and
David Letscher A Python graphics package for the first
day and beyond . . . . . . . . . . . . . 326--326
Michael Kölling Greenfoot: a highly graphical IDE for
learning object-oriented programming . . 327--327
Stephen H. Edwards and
Manuel A. Perez-Quinones Web-CAT: automatically grading
programming assignments . . . . . . . . 328--328
Carmen Escribano and
Antonio Giraldo and
María Asunción Sastre and
Mario Trotta Digital topology Java applet . . . . . . 329--329
Lillian (Boots) Cassell The future of ITiCSE . . . . . . . . . . 331--332
Alison Young and
Arnold Pears and
Pedro de Miguel Anasagasti and
Ralf Romeike and
Michael Goldweber and
Michael Goldwasser and
Vicki Almstrum Scrambling for students: our graduates
are sexier than yours . . . . . . . . . 333--334
Adrian Albin-Clark and
T. R. Vishnu Arun Kumar The use of role play to simulate a
tethered swarm of robots for urban
search and rescue (USAR) . . . . . . . . 335--335
Erwin Aitenbichler and
Guido Rößling Webreg: an online system for
registration and grade distribution . . 336--336
Anne G. Applin and
Hilary J. Holz Computing research methods
multi-perspective digital library: a
call for participation . . . . . . . . . 337--337
Sook Kyoung Choi and
Tim Bell and
Soo Jin Jun and
Won Gyu Lee Designing offline computer science
activities for the Korean elementary
school curriculum . . . . . . . . . . . 338--338
Christopher J. Burrell Learning object oriented programming:
unique visualizations of individuals
learning styles, activities and the
programs produced . . . . . . . . . . . 339--339
Carlos Pampulim Caldeira Teaching SQL: a case study . . . . . . . 340--340
Michael Caspersen and
Lillian Cassell and
Gordon Davies and
Arnold Pears and
Stephen Seidman and
Heikki Topi What is Masters level education in
informatics? . . . . . . . . . . . . . . 341--341
Terence Charlton and
Lindsay Marshall and
Marie Devlin Evaluating the extent to which
sociability and social presence affects
learning performance . . . . . . . . . . 342--342
Archana Chidanandan and
Shannon Sexton Adopting pen-based technology to
facilitate active learning in the
classroom: is it right for you? . . . . 343--343
Donald Chinn and
Tammy VanDeGrift What students say about gender in hiring
software professionals . . . . . . . . . 344--344
Randy W. Connolly \em Complecto mutatio: teaching software
design best practices using
multi-platform development . . . . . . . 345--345
John F. Dooley A software development course for
CC2001: the third time is charming . . . 346--346
John Gray and
Gill Harrison and
Andrea Gorra and
Jakki Sheridan-Ross and
Janet Finlay A computer-based test to raise awareness
of disability issues . . . . . . . . . . 347--347
Ananda Gunawardena and
John Barr and
Andrew Owens A method for analyzing reading
comprehension in computer science
courses . . . . . . . . . . . . . . . . 348--348
Francisco Corbera and
Eladio Gutiérrez and
Julián Ramos and
Sergio Romero and
María A. Trenas Development of a new MOODLE module for a
basic course on computer architecture 349--349
Elizabeth K. Hawthorne and
Karl J. Klee and
Robert D. Campbell and
Anita M. Wright Computer science and information
technology associate-level curricular
guidelines . . . . . . . . . . . . . . . 350--350
Joseph E. Hollingsworth Teaching query writing: an informed
instruction approach . . . . . . . . . . 351--351
Jana Jacková Learning for mastery in an introductory
programming course . . . . . . . . . . . 352--352
Ulrich Kiesmueller and
Torsten Brinda How do 7th graders solve algorithmic
problems?: a tool-based analysis . . . . 353--353
Stan Kurkovsky Four roles of instructor in software
engineering projects . . . . . . . . . . 354--354
Tobias Lauer Reevaluating and refining the engagement
taxonomy . . . . . . . . . . . . . . . . 355--355
Ronald J. Leach Analysis of ABET accreditation as a
software process . . . . . . . . . . . . 356--356
Roberto Barchino and
Luis de Marcos and
Jose M. Gutierrez An interoperable assessment language
proposal . . . . . . . . . . . . . . . . 357--357
Luis de Marcos and
Roberto Barchino and
José-Antonio Gutiérrez and
Juan-Manuel de Blas and
José-Ramón Hilera and
Salvador Oton A multidisciplinary computer science
master program . . . . . . . . . . . . . 358--358
Miguel Reyes and
Águeda Mata Games developed in Java for teaching
``Combinatorial Game Theory'' . . . . . 359--359
José Carlos Metrolho and
Mónica Isabel Teixeira Costa Branches of professional organizations a
way to enrich student's scientific and
personal skills . . . . . . . . . . . . 360--360
Andrés Moreno Program animation activities in Moodle 361--361
James H. Paterson and
John Haddow and
Ka Fai Cheng Drawing the line: teaching the semantics
of binary class associations . . . . . . 362--362
Guido Rößling and
Sebastian Hartte WebTasks: online programming exercises
made easy . . . . . . . . . . . . . . . 363--363
Miguel Romero and
Aurora Vizcaíno and
Mario Piattini Toward a definition of the competences
for global requirements elicitation . . 364--364
Ian D. Sanders and
Sasha Langford Students' perceptions of Python as a
first programming language at Wits . . . 365--365
Carmen Escribano and
Antonio Giraldo and
Águeda Mata and
María Asunción Sastre Multidisciplinary projects for first
year engineering courses . . . . . . . . 366--366
Kirsten Schlueter and
Torsten Brinda Characteristics and dimensions of a
competence model of theoretical computer
science in secondary education . . . . . 367--367
Stephan Repp and
Christoph Meinel and
Sevil Yakhyayeva Motivation of the students in game
development projects . . . . . . . . . . 368--368
Jeong-Hoon Ji and
Gyun Woo and
Hwan-Gue Cho An experience of detecting plagiarized
source codes in competitive programming
contests . . . . . . . . . . . . . . . . 369--369
Ezequiel Denegri and
Guillermo Frontera and
Antonio Gavilanes and
Pedro J. Martín A tool for teaching interactions between
design patterns . . . . . . . . . . . . 371--371
Jason T. Soo Hoo Self-organized maps in scientific data
analysis . . . . . . . . . . . . . . . . 372--372
Luis de Marcos and
Roberto Barchino and
José-Javier Martinez Evolutionary approaches for curriculum
sequencing . . . . . . . . . . . . . . . 373--373
Antonios Saravanos Potential benefits of corrected-errors
in AVBL . . . . . . . . . . . . . . . . 374--374
Arash Shaban-Nejad and
Volker Haarslev Web-based dynamic learning through
lexical chaining: a step forward towards
knowledge-driven education . . . . . . . 375--375
Alfred V. Aho Teaching the compilers course . . . . . 6--8
Don Gotterbarn Thinking professionally: a real problem
with video games; not murder, not
torture\ldots . . . . . . . . . . . . . 9--10
C. Dianne Martin Taking the high road: Blogging for
votes: the ethics of Internet
campaigning . . . . . . . . . . . . . . 10--11
Deepak Kumar Reflections: historical cheesecakes
\ldots . . . . . . . . . . . . . . . . . 11--13
Tony Clear Thinking issues: assessment in computing
education: measuring performance or
conformance? . . . . . . . . . . . . . . 13--15
Heikki Topi IS education: the role of programming in
undergraduate IS programs . . . . . . . 15--16
Raymond Lister CS research: We are what we cite --- so
where are we? . . . . . . . . . . . . . 16--18
Henry M. Walker Classroom issues: staying connected with
the big picture . . . . . . . . . . . . 18--20
Elizabeth K. Hawthorne Community college corner: crafting a
compendium for associated-degree
computing curricula . . . . . . . . . . 20--21
Judith Gal-Ezer Distance education: opening books . . . 21--21
Yoav Yair A step further: opening books and
educational resources . . . . . . . . . 22--23
A. Joe Turner IFIP vibes: WCCE 2009 in Brazil . . . . 23--23
Lisa Kaczmarczyk Percolations: interdisciplinary
innovation may invoke carnivorous
colleagues . . . . . . . . . . . . . . . 23--24
Jeffrey Popyack Upsilon Pi Epsilon: UPE happenings . . . 25--26
Peter B. Henderson Math counts: software correctness and a
SIGCSE 2008 BoF . . . . . . . . . . . . 27--28
David Ginat Colorful challenges: Kangaroo hops . . . 28--29
A. Barbara Ainsworth and
Judithe Sheard and
Chris Avram The Monash Museum of Computing History:
part 2 . . . . . . . . . . . . . . . . . 31--34
Steven Minsker Another brief recursion excursion to
Hanoi . . . . . . . . . . . . . . . . . 35--37
Feng-Jen Yang Another outlook on linear recursion . . 38--41
Timothy J. Rolfe A specimen MPI application: $N$-Queens
in parallel . . . . . . . . . . . . . . 42--45
Gordana Jovanovic-Dolecek and
Alfonso Fernandez-Vazquez Use of MATLAB in teaching the
fundamentals of random variables . . . . 46--51
Michael Wirth Introducing recursion by parking cars 52--55
Daniel Zingaro Another approach for resisting student
resistance to formal methods . . . . . . 56--57
Bojan Tomi\'c and
Sinisa Vlaji\'c Functional testing for students: a
practical approach . . . . . . . . . . . 58--62
Peter L. Liu Using open-source robocode as a Java
programming assignment . . . . . . . . . 63--67
Tom Goulding Complex game development throughout the
college curriculum . . . . . . . . . . . 68--71
Tami Lapidot and
Dan Aharoni On the frontier of computer science:
Israeli summer seminars . . . . . . . . 72--74
Patrick Seeling Labs@Home . . . . . . . . . . . . . . . 75--77
Kuo-pao Yang and
Theresa Beaubouef Automatic generation of Web survey for
assessment purposes in computer science 78--82
Aharon Yadin and
Rachel Or-Bach Fostering individual learning: when and
how . . . . . . . . . . . . . . . . . . 83--86
Theresa Beaubouef and
Ghassan Alkadi Rough querying: a real-world information
systems project . . . . . . . . . . . . 87--91
Deng Rui and
John T. Thompson and
Yang Hong and
Zhou Xing-sheng and
Liu Ke-jing and
Neil Alexander Macintyre Imagery training in the teaching of the
data structure curriculum . . . . . . . 92--94
V. Lakshmi Narasimhan and
Manik Lal Das Data and information security (DIS) for
BS and MS programs: a proposal . . . . . 95--99
Torben Lorenzen and
Abdul Sattar How to create an online Internet course 100--102
Carol Edmondson Teaching tales: some student perceptions
of computing education . . . . . . . . . 103--106
Gail Carmichael Girls, computer science, and games . . . 107--110
Barbara Boucher Owens New directions for inroads . . . . . . . 112--112
John Impagliazzo Response summary from the SIGCSE
community . . . . . . . . . . . . . . . 113--113
Vicki L. Almstrum and
E. Anne G. Applin and
Barbara Boucher Owens and
Elizabeth Adams and
Lecia J. Barker and
John Impagliazzo and
Patricia A. Joseph and
Amardeep Kahlon and
Mary Z. Last and
Andrea Lawrence and
Alison Young Computing educators oral history
project: seeking the trends . . . . . . 122--141
Guido Rößling and
Mike Joy and
Andrés Moreno and
Atanas Radenski and
Lauri Malmi and
Andreas Kerren and
Thomas Naps and
Rockford J. Ross and
Michael Clancy and
Ari Korhonen and
Rainer Oechsle and
J. Ángel Velázquez Iturbide Enhancing learning management systems to
better support computer science
education . . . . . . . . . . . . . . . 142--166
Stephen H. Edwards and
Jürgen Börstler and
Lillian N. Cassel and
Mark S. Hall and
Joseph Hollingsworth Developing a common format for sharing
programming assignments . . . . . . . . 167--182
Samuel Mann and
Lesley Smith and
Logan Muller Computing education for sustainability 183--193
John Hamer and
Quintin Cutts and
Jana Jackova and
Andrew Luxton-Reilly and
Robert McCartney and
Helen Purchase and
Charles Riedesel and
Mara Saeli and
Kate Sanders and
Judithe Sheard Contributing student pedagogy . . . . . 194--212
Sue Fitzgerald All I really need to know I learned in
CS1 . . . . . . . . . . . . . . . . . . 1--1
Ursula Wolz and
Henry H. Leitner and
David J. Malan and
John Maloney Starting with scratch in CS 1 . . . . . 2--3
Katrina Falkner and
Edward Palmer Developing authentic problem solving
skills in introductory computing classes 4--8
Maureen Biggers and
Tuba Yilmaz and
Monica Sweat Using collaborative, modified peer-led
team learning to improve student success
and retention in intro CS . . . . . . . 9--13
Kristy Elizabeth Boyer and
Robert Phillips and
Michael D. Wallis and
Mladen A. Vouk and
James C. Lester The impact of instructor initiative on
student learning: a tutoring study . . . 14--18
Brian Hanks and
Laurie Murphy and
Beth Simon and
Renée McCauley and
Carol Zander CS1 students speak: advice for students
by students . . . . . . . . . . . . . . 19--23
Brian Hanks and
Matt Brandt Successful and unsuccessful problem
solving approaches of novice programmers 24--28
Jill Courte and
Cathy Bishop-Clark Do students differentiate between
computing disciplines? . . . . . . . . . 29--33
Damon Tyman and
Nirupama Bulusu and
Jens Mache An activity-based sensor networks course
for undergraduates with sun spot devices 34--38
Muthucumaru Maheswaran and
Alexis Malozemoff and
Daniel Ng and
Sheng Liao and
Song Gu and
Balasubramaneyam Maniymaran and
Julie Raymond and
Reehan Shaikh and
Yuanyuan Gao GINI: a user-level toolkit for creating
micro Internets for teaching & learning
computer networking . . . . . . . . . . 39--43
Stan Kurkovsky Engaging students through mobile game
development . . . . . . . . . . . . . . 44--48
Don Blaheta CS262: a breadth-second survey of
informatic CS . . . . . . . . . . . . . 49--53
William W. White and
Jerry B. Weinberg Breadth-last technical electives:
integrating the CS core via computer
games and mobile robotics . . . . . . . 54--58
Leen-Kiat Soh and
Ashok Samal and
Stephen Scott and
Stephen Ramsay and
Etsuko Moriyama and
George Meyer and
Brian Moore and
William G. Thomas and
Duane F. Shell Renaissance computing: an initiative for
promoting student participation in
computing . . . . . . . . . . . . . . . 59--63
Lillian N. Cassel and
Richard H. Austing and
Elliott Koffman SIGCSE: from the beginnings to a bright
future . . . . . . . . . . . . . . . . . 64--64
Daniel D. Garcia and
Robb Cutler and
Zachary Dodds and
Eric Roberts and
Alison Young Rediscovering the passion, beauty, joy,
and awe: making computing fun again,
continued . . . . . . . . . . . . . . . 65--66
Stephen Cooper and
Joan Peckham and
Harriet Taylor Exploring NSF funding opportunities in
EHR and CISE . . . . . . . . . . . . . . 67--68
Joseph E. Urban and
Jesse M. Heines and
Edward A. Fox and
Harriet G. Taylor Panel on revitalized undergraduate
computing education . . . . . . . . . . 69--70
Janet Davis Experiences with just-in-time teaching
in systems and design courses . . . . . 71--75
Chris Bennett and
Timothy Urness Using daily student presentations to
address attitudes and communication
skills in CS1 . . . . . . . . . . . . . 76--80
Edward F. Gehringer and
Carolyn S. Miller Student-generated active-learning
exercises . . . . . . . . . . . . . . . 81--85
Amy Bruckman and
Maureen Biggers and
Barbara Ericson and
Tom McKlin and
Jill Dimond and
Betsy DiSalvo and
Mike Hewner and
Lijun Ni and
Sarita Yardi ``Georgia computes!'': improving the
computing education pipeline . . . . . . 86--90
Patricia Morreale and
Stan Kurkovsky and
George Chang Methodology for successful undergraduate
recruiting in computer science at
comprehensive public universities . . . 91--95
Brad Richards Representation of women in CS: how do we
measure a program's success? . . . . . . 96--100
Jeannie R. Albrecht Bringing big systems to small schools:
distributed systems for undergraduates 101--105
Richard A. Brown Hadoop at home: large-scale computing at
a small college . . . . . . . . . . . . 106--110
Justin Cappos and
Ivan Beschastnikh and
Arvind Krishnamurthy and
Tom Anderson Seattle: a platform for educational
cloud computing . . . . . . . . . . . . 111--115
Richard J. Enbody and
William F. Punch and
Mark McCullen Python CS1 as preparation for C++ CS2 116--120
Marty Stepp and
Jessica Miller and
Victoria Kirst A ``CS 1.5'' introduction to Web
programming . . . . . . . . . . . . . . 121--125
Judith Gal-Ezer and
Tamar Vilner and
Ela Zur Has the paradigm shift in CS1 a harmful
effect on data structures courses: a
case study . . . . . . . . . . . . . . . 126--130
Curt M. White An historical look at the SIGCSE
conference . . . . . . . . . . . . . . . 131--131
Mark Bailey and
Kim Bruce and
Kathleen Fisher and
Robert Harper and
Stuart Reges Report of the 2008 SIGPLAN programming
languages curriculum workshop:
preliminary report . . . . . . . . . . . 132--133
Gregory W. Hislop and
Heidi J. C. Ellis and
Allen B. Tucker and
Scott Dexter Using open source software to engage
students in computer science education 134--135
Daniel Ernst and
Barry Wittman and
Brian Harvey and
Tom Murphy and
Michael Wrinn Preparing students for ubiquitous
parallelism . . . . . . . . . . . . . . 136--137
Viera K. Proulx Test-driven design for introductory OO
programming . . . . . . . . . . . . . . 138--142
Joel Adams Test-driven data structures:
revitalizing CS2 . . . . . . . . . . . . 143--147
Chetan Desai and
David S. Janzen and
John Clements Implications of integrating test-driven
development into CS1/CS2 curricula . . . 148--152
Lecia J. Barker and
Charlie McDowell and
Kimberly Kalahar Exploring factors that influence
computer science introductory course
students to persist in the major . . . . 153--157
J. McGrath Cohoon and
Zhen Wu and
Jie Chao Sexism: toxic to women's persistence in
CSE doctoral programs . . . . . . . . . 158--162
Susan Horwitz and
Susan H. Rodger and
Maureen Biggers and
David Binkley and
C. Kolin Frantz and
Dawn Gundermann and
Susanne Hambrusch and
Steven Huss-Lederman and
Ethan Munson and
Barbara Ryder and
Monica Sweat Using peer-led team learning to increase
participation and success of
under-represented groups in introductory
computer science . . . . . . . . . . . . 163--167
Roy P. Pargas and
Samuel Bryfczynski Using ink to expose students' thought
processes in CS2/CS7 . . . . . . . . . . 168--172
Anthony Allevato and
Stephen H. Edwards and
Manuel A. Pérez-Quiñones Dereferee: exploring pointer
mismanagement in student code . . . . . 173--177
Christian Murphy and
Gail Kaiser and
Kristin Loveland and
Sahar Hasan Retina: helping students and instructors
based on observed programming activities 178--182
Susanne Hambrusch and
Christoph Hoffmann and
John T. Korb and
Mark Haugan and
Antony L. Hosking A multidisciplinary approach towards
computational thinking for science
majors . . . . . . . . . . . . . . . . . 183--187
Hong Qin Teaching computational thinking through
bioinformatics to biology students . . . 188--191
Owen Astrachan Pander to ponder . . . . . . . . . . . . 192--196
Nell Dale and
Andrew McGettrick and
John Impagliazzo and
Robert Aiken and
Elliot Koffman and
Jim Leisy A historical look at curricula and
materials . . . . . . . . . . . . . . . 197--198
Ursula Wolz and
Tiffany Barnes and
Jessica Bayliss and
Jamie Cromack Girls do like playing and creating games 199--200
Jon Beck and
Vicki L. Almstrum and
Heidi J. C. Ellis and
Massood Towhidnejad Best practices in software engineering
project class management . . . . . . . . 201--202
Craig Mundie Rethinking computing . . . . . . . . . . 203--203
Mark Lewis and
Scott Leutenegger Leutenegger and
Michael Panitz and
Kelvin Sung and
Scott A. Wallace Introductory programming courses and
computer games . . . . . . . . . . . . . 204--205
Michael H. Goldwasser and
David Letscher A graphics package for the first day and
beyond . . . . . . . . . . . . . . . . . 206--210
Ben Stephenson and
Craig Taube-Schock QuickDraw: bringing graphics into first
year . . . . . . . . . . . . . . . . . . 211--215
Andrew Luxton-Reilly and
Paul Denny A simple framework for interactive games
in CS1 . . . . . . . . . . . . . . . . . 216--220
Michelle Craig and
Diane Horton Gr8 designs for Gr8 girls: a
middle-school program and its evaluation 221--225
Mary Beth Rosson and
Anastassia Ioujanina and
Timothy Paone and
Gretel Sheasley and
Hansa Sinha and
Craig Ganoe and
John M. Carroll and
Jan Mahar A scaffolded introduction to dynamic
Website development for female high
school students . . . . . . . . . . . . 226--230
Tomohiro Nishida and
Susumu Kanemune and
Yukio Idosaka and
Mitaro Namiki and
Tim Bell and
Yasushi Kuno A CS unplugged design pattern . . . . . 231--235
Joel Brynielsson An information assurance curriculum for
commanding officers using hands-on
experiments . . . . . . . . . . . . . . 236--240
Li Yang Teaching database security and auditing 241--245
Joel Wein and
Kirill Kourtchikov and
Yan Cheng and
Ron Gutierez and
Roman Khmelichek and
Matthew Topol and
Chris Sherman Virtualized games for teaching about
distributed systems . . . . . . . . . . 246--250
Kirby McMaster and
Brian Rague and
Steven Hadfield Two mathematical gestalts for computer
theory . . . . . . . . . . . . . . . . . 251--255
Duane Buck and
David J. Stucki The hidden injuries of overloading 'ADT' 256--259
James J. Lu and
George H. L. Fletcher Thinking about computational thinking 260--264
Jonas Boustedt and
Robert McCartney and
Katherine Deibel and
Jim Huggins and
Beth Simon and
Suzanne Westbrook and
The Mystery Presenter It seemed like a good idea at the time 265--266
Andrew McGettrick and
Renée McCauley and
Richard LeBlanc and
Heikki Topi Report on the ACM/IEEE-CS undergraduate
curricula recommendations . . . . . . . 267--268
Judith Gal-Ezer and
Orit Hazzan and
Noa Ragonis Preparation of high school computer
science teachers: the Israeli
perspective . . . . . . . . . . . . . . 269--270
Susan H. Rodger and
Jenna Hayes and
Gaetjens Lezin and
Henry Qin and
Deborah Nelson and
Ruth Tucker and
Mercedes Lopez and
Stephen Cooper and
Wanda Dann and
Don Slater Engaging middle school teachers and
students with Alice in a diverse set of
subjects . . . . . . . . . . . . . . . . 271--275
Joey C. Y. Cheung and
Grace Ngai and
Stephen C. F. Chan and
Winnie W. Y. Lau Filling the gap in programming
instruction: a text-enhanced graphical
programming environment for junior high
students . . . . . . . . . . . . . . . . 276--280
Gary Kacmarcik and
Sylvie Giral Kacmarcik Introducing computer programming via
Gameboy advance homebrew . . . . . . . . 281--285
Vincent A. Cicirello On the role and effectiveness of pop
quizzes in CS1 . . . . . . . . . . . . . 286--290
Christopher Hundhausen and
Anukrati Agrawal and
Dana Fairbrother and
Michael Trevisan Integrating pedagogical code reviews
into a CS 1 course: an empirical study 291--295
James B. Fenwick, Jr. and
Cindy Norris and
Frank E. Barry and
Josh Rountree and
Cole J. Spicer and
Scott D. Cheek Another look at the behaviors of novice
programmers . . . . . . . . . . . . . . 296--300
Adrian Rusu and
Amalia Rusu and
Rebecca Docimo and
Confesor Santiago and
Mike Paglione Academia-academia-industry
collaborations on software engineering
projects using local-remote teams . . . 301--305
M. H. N. Tabrizi and
Carol B. Collins and
Vipul Kalamkar An international collaboration in
software engineering . . . . . . . . . . 306--310
Ralph Morelli and
Trishan de Lanerolle Foss 101: engaging introductory students
in the open source movement . . . . . . 311--315
Bo Brinkman The heart of a whistle-blower: a
corporate decision-making game for
computer ethics classes . . . . . . . . 316--320
Michael Eagle and
Tiffany Barnes Experimental evaluation of an
educational game for improved learning
in introductory computing . . . . . . . 321--325
Emily Navarro and
André van der Hoek Multi-site evaluation of SimSE . . . . . 326--330
Paul T. Tymann and
Laurie White The future of the AP CS program . . . . 331--332
Florence A. Appel and
Katherine Deibel and
C. Dianne Martin and
Joseph D. Oldham and
Tarsem S. Purewal, Jr. and
Carol L. Spradling From the man on the Moon to 2001 and
beyond: the evolving social and ethical
impact of computers a session to
commemorate SIGCSE's 40th anniversary 333--334
Richard M. Salter and
Robert D. Cupper and
Stuart Hirshfield and
Alexa M. Sharp New models for the CS1 course: a fifteen
year retrospective . . . . . . . . . . . 335--336
Jessica D. Bayliss Using games in introductory courses:
tips from the trenches . . . . . . . . . 337--341
Briana B. Morrison and
Jon A. Preston Engagement: gaming throughout the
curriculum . . . . . . . . . . . . . . . 342--346
Monica McGill Weighted game developer qualifications
for consideration in curriculum
development . . . . . . . . . . . . . . 347--351
Donald B. Sanderson Revising an assessment plan to conform
to the new ABET--CAC guidelines . . . . 352--356
Charles P. Riedesel and
Eric D. Manley and
Susan Poser and
Jitender S. Deogun A model academic ethics and integrity
policy for computer science departments 357--361
Mujtaba Talebi and
Thomas Way Methods, metrics and motivation for a
green computer science program . . . . . 362--366
Michael R. Wick Using programming to help students
understand the value of diversity . . . 367--371
Naveed Arshad Teaching programming and problem solving
to CS2 students using think-alouds . . . 372--376
Stuart A. Hansen Analyzing programming projects . . . . . 377--381
Susan L. Reiser and
Rebecca F. Bruce Fabrication: a tangible link between
computer science and creativity . . . . 382--386
Robin Y. Flatland and
James R. Matthews Using modes of inquiry and engaging
problems to link computer science and
mathematics . . . . . . . . . . . . . . 387--391
Christopher Brown and
Robert Pastel Combining distinct graduate and
undergraduate HCI courses: an
experiential and interactive approach 392--396
Owen Astrachan and
Henry Walker and
Chris Stephenson and
Lien Diaz and
Jan Cuny Advanced placement computer science: the
future of tracking the first year of
instruction . . . . . . . . . . . . . . 397--398
Lecia J. Barker and
Elizabeth Adams and
Amardeep Kahlon and
Andrea Lawrence and
Allison Young Trends and discoveries of the computing
educators oral history project . . . . . 399--400
Inna Pivkina and
Desh Ranjan and
Jerry Lodder Historical sources as a teaching tool 401--402
Susan H. Rodger and
Eric Wiebe and
Kyung Min Lee and
Chris Morgan and
Kareem Omar and
Jonathan Su Increasing engagement in automata theory
with JFLAP . . . . . . . . . . . . . . . 403--407
Anne Philpott and
Tony Clear and
Jacqueline Whalley Understanding student performance on an
algorithm simulation task: implications
for guided learning . . . . . . . . . . 408--412
Andrew Brownfield and
Cindy Norris LC3uArch: a graphical simulator of the
LC-3 microarchitecture . . . . . . . . . 413--417
Richard M. Salter and
John L. Donaldson Abstraction and extensibility in digital
logic simulation software . . . . . . . 418--422
Glenn V. Nickens and
Ethan J. Tira-Thompson and
Thorna Humphries and
David S. Touretzky An inexpensive hand-eye system for
undergraduate robotics instruction . . . 423--427
Tom Lauwers and
Illah Nourbakhsh and
Emily Hamner CSbots: design and deployment of a robot
designed for the CS1 classroom . . . . . 428--432
Jay Summet and
Deepak Kumar and
Keith O'Hara and
Daniel Walker and
Lijun Ni and
Doug Blank and
Tucker Balch Personalizing CS1 with robots . . . . . 433--437
William Isaac McWhorter and
Brian C. O'Connor Do LEGO\reg Mindstorms\reg motivate
students in CS1? . . . . . . . . . . . . 438--442
Shimon Schocken and
Noam Nisan and
Michal Armoni A synthesis course in hardware
architecture, compilers, and software
engineering . . . . . . . . . . . . . . 443--447
Michael D. Black Build an operating system from scratch:
a project for an introductory operating
systems course . . . . . . . . . . . . . 448--452
Ben Pfaff and
Anthony Romano and
Godmar Back The pintos instructional operating
system kernel . . . . . . . . . . . . . 453--457
Geoffrey M. Draper and
Robert R. Kessler and
Richard F. Riesenfeld A history of computing course with a
technical focus . . . . . . . . . . . . 458--462
Mark Christensen van Langeveld and
Robert Kessler Two in the middle: digital character
production and machinima courses . . . . 463--467
Daniela Stan Raicu and
Jacob David Furst Enhancing undergraduate education: a REU
model for interdisciplinary research . . 468--472
Jennifer Burg and
Jason Romney Linking computer science, art, and
practice through digital sound . . . . . 473--477
Jesse M. Heines and
Gena R. Greher and
Sarah Kuhn Music performamatics: interdisciplinary
interaction . . . . . . . . . . . . . . 478--482
Nick Parlante and
Thomas P. Murtagh and
Mehran Sahami and
Owen Astrachan and
David Reed and
Christopher A. Stone and
Brent Heeringa and
Karen Reid Nifty assignments . . . . . . . . . . . 483--484
Dave A. Berque A tutorial on stroke-based interfaces:
unistroke recognition algorithms
appropriate for compelling projects in
introductory courses . . . . . . . . . . 485--486
Gordon Davies and
Lillian N. Cassel and
Arthur Pyster and
Michael Caspersen and
Heikki Topi ACM Education Board and Masters level
programs . . . . . . . . . . . . . . . . 487--488
Michael G. Boland and
Curtis Clifton Introducing PyLighter: dynamic code
highlighter . . . . . . . . . . . . . . 489--493
David Scot Taylor and
Andrei F. Lurie and
Cay S. Horstmenn and
Menko B. Johnson and
Sean K. Sharma and
Edward C. Yin Predictive vs. passive animation
learning tools . . . . . . . . . . . . . 494--498
Amruth N. Kumar Data space animation for learning the
semantics of C++ pointers . . . . . . . 499--503
Winnie W. Y. Lau and
Grace Ngai and
Stephen C. F. Chan and
Joey C. Y. Cheung Learning programming through fashion and
design: a pilot summer course in
wearable computing for middle school
students . . . . . . . . . . . . . . . . 504--508
Inna Pivkina and
Enrico Pontelli and
Rachel Jensen and
Jessica Haebe Young women in computing: lessons
learned from an educational & outreach
program . . . . . . . . . . . . . . . . 509--513
Anna C. Cavender and
Richard E. Ladner and
Robert I. Roth The Summer Academy for Advancing Deaf
and Hard of Hearing in Computing . . . . 514--518
Alex Baker and
André van der Hoek An experience report on the design and
delivery of two new software design
courses . . . . . . . . . . . . . . . . 519--523
Dana P. Leonard and
Jason O. Hallstrom and
Murali Sitaraman Injecting rapid feedback and
collaborative reasoning in teaching
specifications . . . . . . . . . . . . . 524--528
Andrew Meneely and
Laurie Williams On preparing students for distributed
software development with a synchronous,
collaborative development platform . . . 529--533
Robert Kessler and
Mark van Langeveld and
Roger Altizer Entertainment arts and engineering (or
how to fast track a new
interdisciplinary program) . . . . . . . 539--543
Chi-Cheng Lin and
Mingrui Zhang and
Barbara Beck and
Gayle Olsen Embedding computer science concepts in
K-12 science curricula . . . . . . . . . 539--543
Lijun Ni What makes CS teachers change?: factors
influencing CS teachers' adoption of
curriculum innovations . . . . . . . . . 544--548
Owen Astrachan and
Susanne Hambrusch and
Joan Peckham and
Amber Settle The present and future of computational
thinking . . . . . . . . . . . . . . . . 549--550
Richard Brown and
Janet Davis and
Samuel A. Rebelsky and
Brian Harvey Whither scheme?: 21st century approaches
to scheme in CS1 . . . . . . . . . . . . 551--552
Gregory D. Abowd Make IT matter: how computing can make a
difference . . . . . . . . . . . . . . . 553--553
Tom Maibaum Formal methods versus engineering . . . 6--12
Shaoying Liu and
Kazuhiro Takahashi and
Toshinori Hayashi and
Toshihiro Nakayama Teaching formal methods in the context
of software engineering . . . . . . . . 17--23
Raymond Boute Teaching and practicing computer science
at the university level . . . . . . . . 24--30
Javier Blanco and
Leticia Losano and
Nazareno Aguirre and
María Marta Novaira and
Sonia Permigiani and
Gastón Scilingo An introductory course on programming
based on formal specification and
program calculation . . . . . . . . . . 31--37
Yasuyuki Tahara and
Nobukazu Yoshioka and
Kenji Taguchi and
Toshiaki Aoki and
Shinichi Honiden Evolution of a course on model checking
for practical applications . . . . . . . 38--44
Hideaki Nishihara and
Koichi Shinozaki and
Koji Hayamizu and
Toshiaki Aoki and
Kenji Taguchi and
Fumihiro Kumeno Model checking education for software
engineers in Japan . . . . . . . . . . . 45--50
Dominique Méry A simple refinement-based method for
constructing algorithms . . . . . . . . 51--59
Jim Davies and
Jeremy Gibbons Formal methods for future
interoperability . . . . . . . . . . . . 60--64
Don Gotterbarn Thinking professionally: professional
computer ethics: ``i didn't do it'' is
not good enough . . . . . . . . . . . . 65--66
C. Dianne Martin Taking the high road: ethics on the run:
the principle of the ordinary person . . 66--67
Deepak Kumar Reflections: rebuilding history\ldots
again! . . . . . . . . . . . . . . . . . 67--69
Tony Clear Thinking ISsues: the three p's of
capstone project performance . . . . . . 69--70
Heikki Topi IS education: accreditation of degree
programs in information systems . . . . 70--71
Raymond Lister CS research: rules for sustaining the
discourse --- engage! . . . . . . . . . 72--74
Henry M. Walker Classroom issues: course descriptions
and public relations for computer
science . . . . . . . . . . . . . . . . 74--75
Elizabeth K. Hawthorne Community college corner: exploring
CAP-space: the next frontier in
curricula, assessment and pedagogy . . . 76--77
Judith Gal-Ezer Distance education: different models of
course development: from traditional
distance education to technology-based
education . . . . . . . . . . . . . . . 77--78
A. Joe Turner IFIP vibes: the Seoul accord . . . . . . 78--79
Lisa Kaczmarczyk Percolations: get a clue: ditch the
manual and take the users' cues . . . . 79--80
Owen Astrachan Out-of-the-box: cogito ergo hack . . . . 80--81
Peter B. Henderson Math CountS: SIGCSE 2009 and CS
unplugged . . . . . . . . . . . . . . . 81--82
David Ginat Colorful Challenges: chips game . . . . 82--83
Nick Parlante Nifty Assignments: too much inheritance 83--84
Juan M. Gutiérrez and
Ian D. Sanders Computer science education in Peru: a
new kind of monster? . . . . . . . . . . 86--89
Jesús Ibáñez and
Ana Sánchez Constructive reduction: understanding
uncomputability through programming . . 90--94
Seth D. Bergmann Degenerate keys for RSA encryption . . . 95--98
Matthew Nicolas Kreeger Security testing: mind the knowledge gap 99--102
Sujata Garera and
Jorge Vasconcelos Challenges in teaching a graduate course
in applied cryptography . . . . . . . . 103--107
Carol Edmondson Proglets for first-year programming in
Java . . . . . . . . . . . . . . . . . . 108--112
Stephen Schaub Teaching CS1 with Web applications and
test-driven development . . . . . . . . 113--117
Abdul Sattar and
Torben Lorenzen Teach Alice programming to non-majors 118--121
Jeffrey A. Stone and
Darcy L. Medica and
Leah Ann Fetsko Experiences with a CS1 for the health
sciences . . . . . . . . . . . . . . . . 122--126
Timothy J. Rolfe The assignment problem: exploring
parallelism . . . . . . . . . . . . . . 127--131
Yiu-chi Lai and
Tak-wah Wong Developing creativity in computer
lessons . . . . . . . . . . . . . . . . 132--135
John Santore and
Torben Lorenzen Use writing class techniques to create
software design documents . . . . . . . 136--137
Philip W. L. Fong Reading a computer science research
paper . . . . . . . . . . . . . . . . . 138--140
Michal Armoni and
Mordechai Ben-Ari The concept of nondeterminism: its
development and implications for
teaching . . . . . . . . . . . . . . . . 141--160
Ingrid Russell Analyzing CS competencies using the SOLO
taxonomy . . . . . . . . . . . . . . . . 1--1
Sally Fincher Useful sharing . . . . . . . . . . . . . 2--2
Patrick Porcheron The Bologna Process in European
education . . . . . . . . . . . . . . . 3--3
Sally Fincher and
Stephen Cooper and
Michael Kölling and
Ian Utting ILE-idol . . . . . . . . . . . . . . . . 4--5
Félix Buendía and
Juan Carlos Cano and
José Vicente Benlloch An instructional approach to drive
computer science courses through virtual
learning environments . . . . . . . . . 6--10
Paul Denny and
Andrew Luxton-Reilly and
John Hamer and
Helen Purchase Coverage of course topics in a student
generated MCQ repository . . . . . . . . 11--15
Gloria Childress Townsend Using a groupware system in CS1 to
engage introverted students . . . . . . 16--20
Atanas Radenski Freedom of choice as motivational factor
for active learning . . . . . . . . . . 21--25
Christine Bauer and
Kathrin Figl and
Michael Derntl and
Peter Paul Beran and
Sonja Kabicher The student view on online peer reviews 26--30
Harald Sondergaard Learning from and with peers: the
different roles of student peer
reviewing . . . . . . . . . . . . . . . 31--35
Don Blaheta Democracy in the classroom: an exercise
for the first days of CS1 . . . . . . . 36--39
Qusay H. Mahmoud and
Thanh Ngo and
Razieh Niazi and
Pawel Popowicz and
Robert Sydoryshyn and
Matthew Wilks and
Dave Dietz An academic kit for integrating mobile
devices into the CS curriculum . . . . . 40--44
Ginés Gárcia-Mateos and
José Luis Fernández-Alemán A course on algorithms and data
structures using on-line judging . . . . 45--49
Murali Sitaraman and
Jason O. Hallstrom and
Jarred White and
Svetlana Drachova-Strang and
Heather K. Harton and
Dana Leonard and
Joan Krone and
Rich Pak Engaging students in specification and
reasoning: ``hands-on'' experimentation
and evaluation . . . . . . . . . . . . . 50--54
J. Paul Gibson Software reuse and plagiarism: a code of
practice . . . . . . . . . . . . . . . . 55--59
Henrik Bærbak Christensen A story-telling approach for a software
engineering course design . . . . . . . 60--64
Lil Blume and
Ron Baecker and
Christopher Collins and
Aran Donohue A ``communication skills for computer
scientists'' course . . . . . . . . . . 65--69
David Megias and
Wouter Tebbens and
Lex Bijlsma and
Francesc Santanach Free technology academy: a European
initiative for distance education about
free software and open standards . . . . 70--74
Su White and
Alastair Irons Relating research and teaching: learning
from experiences and beliefs . . . . . . 75--79
Peter Steenkiste The use of a controlled wireless testbed
in courses . . . . . . . . . . . . . . . 80--84
Thomas Sturgeon and
Colin Allison and
Alan Miller 802.11 wireless experiments in a virtual
world . . . . . . . . . . . . . . . . . 85--89
Huwida E. Said and
Mario A. Guimaraes and
Zakaria Maamar and
Leon Jololian Database and database application
security . . . . . . . . . . . . . . . . 90--93
Paul Curzon and
Peter W. McOwan and
Quintin I. Cutts and
Tim Bell Enthusing & inspiring with reusable
kinaesthetic activities . . . . . . . . 94--98
Rivka Taub and
Mordechai Ben-Ari and
Michal Armoni The effect of CS unplugged on
middle-school students' views of CS . . 99--103
Mohammed Al-Bow and
Debra Austin and
Jeffrey Edgington and
Rafael Fajardo and
Joshua Fishburn and
Carlos Lara and
Scott Leutenegger and
Susan Meyer Using game creation for teaching
computer programming to high school
students and teachers . . . . . . . . . 104--108
David Ginat Interleaved pattern composition and
scaffolded learning . . . . . . . . . . 109--113
Ali Erkan and
Sam Newmark and
Nicolas Ommen Exposure to research through replication
of research: a case in complex networks 114--118
J. Ángel Velázquez-Iturbide and
Antonio Pérez-Carrasco Active learning of greedy algorithms by
means of interactive experimentation . . 119--123
Katherine Gunion and
Todd Milford and
Ulrike Stege Curing recursion aversion . . . . . . . 124--128
Jacob Perrenet Differences in beliefs and attitudes
about computer science among students
and faculty of the Bachelor program . . 129--133
Roy P. Pargas and
Samuel Bryfczynski What were they thinking? . . . . . . . . 134--138
Lawrence D'Antonio and
Roger Boyle and
Amruth Kumar and
Logan Muller and
Claudia Roda and
Matti Tedre Undergraduate research in CS: a global
perspective . . . . . . . . . . . . . . 139--140
Motoki Miura and
Taro Sugihara and
Susumu Kunifuji Anchor Garden: an interactive workbench
for basic data concept learning in
object oriented programming languages 141--145
Guido Rößling and
Andreas Kothe Extending Moodle to better support
computing education . . . . . . . . . . 146--150
Jorge A. Villalobos and
Nadya A. Calderon and
Camilo H. Jiménez Developing programming skills by using
interactive learning objects . . . . . . 151--155
Ma. Mercedes T. Rodrigo and
Ryan S. Baker and
Matthew C. Jadud and
Anna Christine M. Amarra and
Thomas Dy and
Maria Beatriz V. Espejo-Lahoz and
Sheryl Ann L. Lim and
Sheila A. M. S. Pascua and
Jessica O. Sugay and
Emily S. Tabanao Affective and behavioral predictors of
novice programmer achievement . . . . . 156--160
Raymond Lister and
Colin Fidge and
Donna Teague Further evidence of a relationship
between explaining, tracing and writing
skills in introductory programming . . . 161--165
Linxiao Ma and
John Ferguson and
Marc Roper and
Isla Ross and
Murray Wood Improving the mental models held by
novice programmers using cognitive
conflict and Jeliot visualisations . . . 166--170
Diana Cukierman and
Donna McGee Thompson The academic enhancement program:
encouraging students to learn about
learning as part of their computing
science courses . . . . . . . . . . . . 171--175
Amruth N. Kumar Need to consider variations within
demographic groups when evaluating
educational interventions . . . . . . . 176--180
Jan Erik Moström and
Jonas Boustedt and
Anna Eckerdal and
Robert McCartney and
Kate Sanders and
Lynda Thomas and
Carol Zander Computer science student
transformations: changes and causes . . 181--185
Patricia Lasserre Adaptation of team-based learning on a
first term programming class . . . . . . 186--190
Judith Gal-Ezer and
Tamar Vilner and
Ela Zur The professor on your PC: a virtual CS1
course . . . . . . . . . . . . . . . . . 191--195
Raja Sooriamurthi Introducing abstraction and
decomposition to novice programmers . . 196--200
Paul Curzon and
Joan Peckham and
Harriet Taylor and
Amber Settle and
Eric Roberts Computational thinking (CT): on weaving
it in . . . . . . . . . . . . . . . . . 201--202
Shimon Schocken Virtual machines: abstraction and
implementation . . . . . . . . . . . . . 203--207
Jeffrey L. Popyack Blackjack-playing agents in an advanced
AI course . . . . . . . . . . . . . . . 208--212
Daniel J. Ernst and
Daniel E. Stevenson and
Paul J. Wagner Hybrid and custom data structures:
evolution of the data structures course 213--217
Walter M. Pharr and
Christopher W. Starr and
Caroline S. Starr Paired professional development: a
methodology for continued professional
development in computer science . . . . 218--222
Carol Zander and
Lynda Thomas and
Beth Simon and
Laurie Murphy and
Renée McCauley and
Brian Hanks and
Sue Fitzgerald Learning styles: novices decide . . . . 223--227
Nouf M. Al-Barakati and
Arwa Y. Al-Aama The effect of visualizing roles of
variables on student performance in an
introductory programming course . . . . 228--232
Hannah M. Dee and
Karen E. Petrie and
Roger D. Boyle and
Reena Pau Why are we still here?: experiences of
successful women in computing . . . . . 233--237
Peggy Doerschuk and
Jiangjiang Liu and
Judith Mann INSPIRED broadening participation: first
year experience and lessons learned . . 238--242
Nicole Anderson and
Chi-Cheng Lin Exploring technologies for building
collaborative learning communities among
diverse student populations . . . . . . 243--247
Ananya Misra and
Douglas Blank and
Deepak Kumar A music context for teaching
introductory computing . . . . . . . . . 248--252
Timothy Huang and
Amy Briggs A unified approach to introductory
computer science: can one size fit all? 253--257
Georgios Fesakis and
Kiriaki Serafeim Influence of the familiarization with
``scratch'' on future teachers' opinions
and attitudes about programming and ICT
in education . . . . . . . . . . . . . . 258--262
Gregory W. Hislop and
Heidi J. C. Ellis and
Ralph A. Morelli Evaluating student experiences in
developing software for humanity . . . . 263--267
Marco Antonio Gómez-Martín and
Guillermo Jiménez-Díaz and
Javier Arroyo Teaching design patterns using a family
of games . . . . . . . . . . . . . . . . 268--272
Ohad Barzilay and
Orit Hazzan and
Amiram Yehudai Evaluation of a software engineering
course by reflection . . . . . . . . . . 273--277
Judith Gal-Ezer and
Daphna Shahak and
Ela Zur Computer science issues in high school:
gender and more\ldots. . . . . . . . . . 278--282
Christopher W. Starr and
Doug Bergman and
Phil Zaubi The development and implementation of a
context-based curricular framework for
computer science education in high
schools . . . . . . . . . . . . . . . . 283--287
Torsten Brinda and
Hermann Puhlmann and
Carsten Schulte Bridging ICT and CS: educational
standards for computer science in lower
secondary education . . . . . . . . . . 288--292
Benjamin R. Anderson and
Amy K. Joines and
Thomas E. Daniels Xen worlds: leveraging virtualization in
distance education . . . . . . . . . . . 293--297
Paul E. Dickson and
W. Richards Adrion and
Allen R. Hanson and
David T. Arbour First experiences with a classroom
recording system . . . . . . . . . . . . 298--302
David J. Malan Virtualizing office hours in CS 50 . . . 303--307
Joseph A. Sant ``Mailing it in'': email-centric
automated assessment . . . . . . . . . . 308--312
Jussi Kasurinen and
Uolevi Nikula Estimating programming knowledge with
Bayesian knowledge tracing . . . . . . . 313--317
Pete Thomas and
Kevin Waugh and
Neil Smith Generalised diagram revision tools with
automatic marking . . . . . . . . . . . 318--322
Samantha Chandrasekar and
Joseph G. Tront and
Jane C. Prey WriteOn1.0: a tablet PC-based tool for
effective classroom instruction . . . . 323--327
Charles R. Boisvert A visualisation tool for the programming
process . . . . . . . . . . . . . . . . 328--332
Tuukka Ahoniemi and
Ville Karavirta Analyzing the use of a rubric-based
grading tool . . . . . . . . . . . . . . 333--337
Don Blaheta A visual proof of amortised-linear
resizable arrays . . . . . . . . . . . . 338--338
J. Ángel Velázquez-Iturbide and
Antonio Pérez-Carrasco and
Jaime Urquiza-Fuentes Interactive visualization of recursion
with SRec . . . . . . . . . . . . . . . 339--339
Seung-won Hwang Video courseware for teaching operating
systems with Windows . . . . . . . . . . 340--340
Agathe Merceron Design patterns to support teaching of
automata theory . . . . . . . . . . . . 341--341
Francisco J. Almeida-Martínez and
Jaime Urquiza-Fuentes and
J. Ángel Velázquez-Iturbide VAST: a visualization-based educational
tool for language processors courses . . 342--342
Javier Garcia Martin Cooperative learning to support the
lacks of PBL . . . . . . . . . . . . . . 343--343
John F. Dooley Peer assessments using the Moodle
workshop tool . . . . . . . . . . . . . 344--344
Robert H. Seidman Alice first: $3$D interactive game
programming . . . . . . . . . . . . . . 345--345
Mirela Djordjevi\'c Progressive assignment in CS1 . . . . . 346--346
Arnold Rosenbloom Running a programming contest in an
introductory computer science course . . 347--347
Theodore S. Norvell and
Michael P. Bruce-Lockhart Rich content plug-ins for the teaching
machine . . . . . . . . . . . . . . . . 348--348
Viera K. Proulx and
Weston Jossey Unit testing in Java . . . . . . . . . . 349--349
Jonathan Mohr Two novel Prolog assignments . . . . . . 350--350
Yanic Inghelbrecht Tool support for teaching
responsibility-driven design . . . . . . 351--351
Shu-Ling Wang and
Gwo-Haur Hwang and
Ju-Chun Chu and
Pei-Shan Tsai The role of collective efficacy and
collaborative learning behavior in
learning computer science through CSCL 352--352
Alison Mitchell and
Helen C. Purchase and
John Hamer Computing science: what do pupils think? 353--353
Ulrich Kiesmueller and
Torsten Brinda Automatically identifying learners'
problem solving strategies in-process
solving algorithmic problems . . . . . . 354--354
Cassel Lillian (Boots) and
Hislop Gregory and
Bharath Nadella Ensemble: enriching communities and
collections to support education in
computing . . . . . . . . . . . . . . . 355--355
Mara Saeli How to teach programming in secondary
education: first results of a PhD
project . . . . . . . . . . . . . . . . 356--356
Kirsten Schlueter and
Torsten Brinda The attributes of task difficulty in
informatics in secondary education:
first results of an empirical study . . 357--357
James H. Paterson and
John Haddow and
Ka Fai Cheng Using coding patterns in a model-driven
approach to teaching object oriented
programming . . . . . . . . . . . . . . 358--358
Faten Mhiri and
Sylvie Ratté AARTIC: development of an intelligent
environment for human learning . . . . . 359--359
Rukiye Altin and
Mustafa Bektik and
Nuray Eksioglu and
Can Koray and
Omer Canbek Oner and
Merve Sadetas and
Hilal Sener and
Duygu Simsek and
Ching-Chen Ma and
Christine Price and
Christopher Routh Working across time zones in
cross-cultural student teams . . . . . . 360--360
Luis de-Marcos and
Fernando Flores and
José-Javier Martínez The two states of the mind to teach UML 361--361
Dominic Palmer-Brown and
Chrisina Draganova and
Sin Wee-Lee Guided learning via diagnostic feedback
to question responses . . . . . . . . . 362--362
Bruria Haberman and
Cecile Yehezkel Long-term software projects development:
the affect of students'
self-appreciation and initial
expectations . . . . . . . . . . . . . . 363--363
Anita Cassapu Introducing the interactive whiteboard
in computer science teaching: a high
school experience . . . . . . . . . . . 364--364
Rukiye Altin and
Mustaf\`a Bektik and
Nuray Ek\csio\uglu and
Can Koray and
Ömer Canbek Öner and
Merve Sadeta and
Hilal \cSener and
Duygu Simsek and
Ching-Chen Ma and
Christine Price and
Christopher R. Routh Use of intuitive tools to enhance
student learning and user experience . . 365--365
Lillian N. Cassel and
Gordon Davies and
Stephen Seidman Masters degrees in computing . . . . . . 366--366
Kai Qian and
Jigang Liu and
Lixin Tao Teach real-time embedded system online
with real hands-on labs . . . . . . . . 367--367
Judy C. R. Tseng and
Sunny Y. Y. Hsu and
Gwo-Jen Hwang A collaborative ubiquitous learning
platform for computer science education 368--368
Juan Manuel de Blas and
José María Gutiérrez and
Luis de Marcos and
Roberto Barchino Automatic E-learning contents
composition by using gap analysis
techniques . . . . . . . . . . . . . . . 369--369
John Impagliazzo Graduate attributes and performance
measures: refinements in assessing
programs . . . . . . . . . . . . . . . . 370--370
John English and
Tammy Rosenthal Evaluating students' programs using
automated assessment: a case study . . . 371--371
Higinio Mora Mora and
María Teresa Signes Pont and
Rafael Camps Jordá and
Juan Manuel García Chamizo Learning method based on collaborative
assessment performed by the students: an
application to computer science . . . . 372--372
Bronius Skupas and
Valentina Dagiene and
Miguel Revilla Developing classification criteria for
programming tasks . . . . . . . . . . . 373--373
Elizabeth K. Hawthorne and
Karl J. Klee and
Robert D. Campbell and
Anita M. Wright Revised associate-level curricular
guidelines in computer science . . . . . 374--374
Yanic Inghelbrecht Object-oriented design with trace
modeler and Trace4J . . . . . . . . . . 375--375
Guido Rößling and
Florian Lindner Visualizing compression algorithms
on-the-fly . . . . . . . . . . . . . . . 376--376
Tapio Auvinen and
Ville Karavirta and
Tuukka Ahoniemi Rubyric: an online assessment tool for
effortless authoring of personalized
feedback . . . . . . . . . . . . . . . . 377--377
Felipe Tirado and
Alfonso Bustos and
Alejandro Miranda and
Ana Elena Del Bosque Inducing student interaction in a
virtual environment . . . . . . . . . . 378--378
Marco Ronchetti and
Joseph Sant Towards automatic syllabi matching . . . 379--379
Seung-won Hwang Blended learning for teaching operating
systems with Windows . . . . . . . . . . 380--380
Marilyn C. Cole and
Evan Korth and
Adam Meyers and
Sam Pluta Musicomputation: a pilot course
exploring a pre-college computer science
curriculum . . . . . . . . . . . . . . . 381--381
Lillian N. Cassel and
Thomas Way and
Sridhara Potluri CPATH: distributed expertise ---
collaborating with other disciplines . . 382--382
Koji Kagawa WAPPEN: a Web-based application
framework for programming and its \tt
bison/flex plug-in . . . . . . . . . . . 383--383
Guido Rößling and
Marius Müller Social engineering: a serious
underestimated problem . . . . . . . . . 384--384
Cristóbal Costa-Soria and
Jennifer Pérez Teaching software architectures and
aspect-oriented software development
using open-source projects . . . . . . . 385--385
Can Kültür and
Ilgim Veryeri Alaca Fine arts perspective in user interface
design . . . . . . . . . . . . . . . . . 386--386
Alex Pantaleev Dzver: a visual computer science
learning environment . . . . . . . . . . 387--387
Guenter Tusch and
Paul Leidig and
Gregory Wolffe and
David Elrod and
Carl Strebel Technology infrastructure in support of
a medical & bioinformatics Masters degree 388--388
Samuel P. Bryfczynski and
Roy P. Pargas GraphPad: a graph creation tool for
CS2/CS7 . . . . . . . . . . . . . . . . 389--389
Gregory W. Hislop Replacing introductory programming
courses with a broader perspective on
computing . . . . . . . . . . . . . . . 390--390
Antonios Saravanos and
Charles Kinzer The positive effects of explanation
after CE in AVBL . . . . . . . . . . . . 391--391
I-Han Hsiao and
Sergey Sosnovsky and
Peter Brusilovsky Extending parameterized problem-tracing
questions for Java with personalized
guidance . . . . . . . . . . . . . . . . 392--392
Ana Iglesias and
Lourdes Moreno and
Pablo Revuelta and
Javier Jiménez APEINTA: a Spanish educational project
aiming for inclusive education in and
out of the classroom . . . . . . . . . . 393--393
Manuel Rubio-Sánchez and
J. Ángel Velázquez-Iturbide Tail recursion by using function
generalization . . . . . . . . . . . . . 394--394
Guido Rößling and
Yavor Kolarov A system for integral efficiency
analysis of sustainable technologies . . 395--395
David C. Moffat and
Kathryn Trinder The use of MUVE technology in teaching
AI algorithms . . . . . . . . . . . . . 396--396
Claudio Mirolo Mental models of recursive computations
vs. recursive analysis in the problem
domain . . . . . . . . . . . . . . . . . 397--397
Can Kültür Keeping the pace in CS-1 through the use
of CMS . . . . . . . . . . . . . . . . . 398--398
Chrisina Draganova Use of mobile phone technologies in
learning . . . . . . . . . . . . . . . . 399--399
Ben Stephenson Visual examples of recursion . . . . . . 400--400
Stan Kurkovsky Making the case for mobile game
development . . . . . . . . . . . . . . 401--401
Lillian Cassel and
Richard LeBlanc and
Andrew McGettrick and
Michael Wrinn Concurrency and parallelism in the
computing ontology . . . . . . . . . . . 402--402
Bernhard Wiesner and
Torsten Brinda How do robots foster the learning of
basic concepts in informatics? . . . . . 403--403
Don Gotterbarn Thinking professionally: When soon after
is way too late: the deception of
'opt-out' systems . . . . . . . . . . . 6--8
Deepak Kumar Reflections: Back to the future 100? . . 8--9
Tony Clear Thinking issues: Strategies for
answering examination questions: how do
novice programmers build a theory of the
program? . . . . . . . . . . . . . . . . 9--12
Heikki Topi IS Education: The role of IS in
computing education . . . . . . . . . . 12--13
Raymond Lister CS Research: Book burning, naturally
occurring data, and the stages of
pedagogic grief . . . . . . . . . . . . 13--14
Henry M. Walker Classroom issues: Grading and the
allocation of points . . . . . . . . . . 14--16
Elizabeth K. Hawthorne Community college corner: Upcoming
computing education summit for community
colleges . . . . . . . . . . . . . . . . 16--17
Marian Petre Distance education: What our children
can teach us about distance learning and
learning programming . . . . . . . . . . 17--18
Lisa Kaczmarczyk Percolations: Mind alterations: the IDE
and their conceptual development . . . . 19--20
Jeffrey Popyack Upsilon pi epsilon: New happenings . . . 20--21
Peter B. Henderson Math counts: Arguments, proofs, and
\ldots . . . . . . . . . . . . . . . . . 21--22
David Ginat Colorful challenges: The lengthy
$0$--$1$ . . . . . . . . . . . . . . . . 22--23
Feng-Jen Yang Stopping a myth in artificial neural
networks . . . . . . . . . . . . . . . . 25--29
William Mahoney and
Jay Pedersen Teaching compiler code generation:
simpler is better . . . . . . . . . . . 30--34
David Ginat On the non-modular design of on-the-fly
computations . . . . . . . . . . . . . . 35--39
Tom Goulding An encryption system in assembly
language: a game-like project for novice
programmers . . . . . . . . . . . . . . 40--44
Douglas Ensley A hands-on approach to proof and
abstraction . . . . . . . . . . . . . . 45--47
Nelishia Pillay Learning difficulties experienced by
students in a course on formal languages
and automata theory . . . . . . . . . . 48--52
S. Maniccam Sorting and searching using Lisp,
functional programming, and recursion 53--56
Steven Minsker The classical/linear Hanoi hybrid
problem: regular configurations . . . . 57--61
Stephen Cummins and
Liz Burd and
Andrew Hatch Tag based feedback for programming
courses . . . . . . . . . . . . . . . . 62--65
Nicola Ritter and
Tanya McGill and
Nik Thompson Incremental submission of programming
code using object-oriented classes . . . 66--70
Alan G. Labouseur A browser-based operating systems
project: JavaScript adventures in
dinosaur slaying . . . . . . . . . . . . 71--75
Walter W. Milner A broken metaphor in Java . . . . . . . 76--77
Timothy J. Rolfe The assignment problem: further
exploring parallelism . . . . . . . . . 78--81
John Santore and
Torben Lorenzen and
Robert Creed and
David Murphy and
Roger Orcutt The software engineering class builds a
GUI for subversion . . . . . . . . . . . 82--84
Grace Ngai and
Winnie W. Y. Lau and
Stephen C. F. Chan and
Hong-va Leong On the implementation of self-assessment
in an introductory programming course 85--89
James K. Huggins Engaging computer science students
through cooperative education . . . . . 90--94
Miguel-Angel Sicilia How should transversal competence be
introduced In computing education? . . . 95--98
Stephen Cooper and
Christine Nickell and
Victor Piotrowski and
Brenda Oldfield and
Ali Abdallah and
Matt Bishop and
Bill Caelli and
Melissa Dark and
E. K. Hawthorne and
Lance Hoffman and
Lance C. Pérez and
Charles Pfleeger and
Richard Raines and
Corey Schou and
Joel Brynielsson An exploration of the current state of
information assurance education . . . . 109--125
Jürgen Börstler and
Mark S. Hall and
Marie Nordström and
James H. Paterson and
Kate Sanders and
Carsten Schulte and
Lynda Thomas An evaluation of object oriented example
programs in introductory programming
textbooks . . . . . . . . . . . . . . . 126--143
Samuel Mann and
Logan Muller and
Janet Davis and
Claudia Roda and
Alison Young Computing and sustainability: evaluating
resources for educators . . . . . . . . 144--155
Raymond Lister and
Tony Clear and
Simon and
Dennis J. Bouvier and
Paul Carter and
Anna Eckerdal and
Jana Jacková and
Mike Lopez and
Robert McCartney and
Phil Robbins and
Otto Seppälä and
Errol Thompson Naturally occurring data as research
instrument: analyzing examination
responses to study the novice programmer 156--173
Ursula Fuller and
Joyce Currie Little and
Bob Keim and
Charles Riedesel and
Diana Fitch and
Su White Perspectives on developing and assessing
professional values in computing . . . . 174--194
Charles L. Isbell and
Lynn Andrea Stein and
Robb Cutler and
Jeffrey Forbes and
Linda Fraser and
John Impagliazzo and
Viera Proulx and
Steve Russ and
Richard Thomas and
Yan Xu (Re)defining computing curricula by
(re)defining computing . . . . . . . . . 195--207